A Microgenetic Comparison of Maternal Scaffolding Strategies During Joint Book-Reading by Mothers of Children With and Without Down Syndrome

Although small sample sizes suggest caution in generalizing these results to other samples, they suggest that a child's level of mastery influences appropriate choice of discourse. Instructional strategies that are commonly used in preschool group book-reading are useful for many different children, and individualized adaptations can be inserted into classroom discourse. Results indicate that becoming a reader of picture books is a complex but adaptable process that is accessible to children across a broad range of developmental trajectories.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Bair, Pauline Helen

Contributors dc:contributor

• McCollum, Jeanette A.

• Education, Early Childhood

Language dc:language

eng

Identifier

(MiAaPQ)AAI9737040

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80159