Shared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: an exploratory study

Lisa Lim, Joanne Arciuli, Natalie Munro

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This exploratory study compares the shared book reading behaviours of five school aged children with DS (aged 11 years 6 months to 15 years 6 months) before and after participation in an intervention which included selected components of the MultiLit Reading Tutor Program. The program was delivered 1:1 to participants each week over a 12 week period. Analysis of the average performance across the group revealed that the proportion of reading errors relative to the number of words read from preintervention to postintervention were significantly reduced. Significant improvement was also seen in shared book reading fluency following intervention. Individual case study data is also presented. Postintervention, reading errors per minute were reduced for two participants (P4 and P5). Reading dysfluencies per minute decreased for two participants (P1 and P5) while all participants improved in shared book reading fluency. Preliminary results suggest that children with DS can generalise skills taught in the MultiLit Reading Tutor Program to shared book reading, although variability regarding changes in literacy abilities postintervention was observed.

Original languageEnglish
Pages (from-to)31-51
Number of pages21
JournalAustralian Journal of Learning Difficulties
Volume23
Issue number1
DOIs
Publication statusPublished - 2 Jan 2018
Externally publishedYes

Keywords

  • Education
  • Shared book reading behaviours
  • Down Syndrome
  • MultiLit reading program

Fingerprint Dive into the research topics of 'Shared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: an exploratory study'. Together they form a unique fingerprint.

  • Cite this