Maternal Writing Support for Kindergartners with Cerebral Palsy and Its Relations to Early Literacy Skills

Autor/inn/en	Skibbe, Lori E.; Aram, Dorit
Titel	Maternal Writing Support for Kindergartners with Cerebral Palsy and Its Relations to Early Literacy Skills
Quelle	In: Journal of Special Education, 52 (2018) 1, S.29-38 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466917738763
Schlagwörter	Kindergarten; Cerebral Palsy; Mothers; Emergent Literacy; Writing (Composition); Parent Student Relationship; Phoneme Grapheme Correspondence; Family Environment; Parents as Teachers; Parent Role; Correlation; Disabilities; Foreign Countries; Questionnaires; Phonological Awareness; Alphabets; Spelling; Israel + Suchen Sie Ihr Suchwort? Hirnlähmung; Mother; Mutter; Frühleseunterricht; Schreibübung; Familienmilieu; Parental role; Elternrolle; Korrelation; Handicap; Behinderung; Ausland; Fragebogen; Buchstabenschrift; Schreibweise
Abstract	Twenty kindergartners (eight boys) with cerebral palsy (CP) and their mothers engaged in a writing activity that required dyads to compose a grocery list containing four items together. Maternal writing supports were observed, including graphophonemic mediation (i.e., support for letter--sound correspondence) and printing mediation (i.e., guidance on letter choice and form). Mothers described their home literacy practices, and children's early literacy skills were assessed. Mothers reported engaging in many literacy activities with their children. They also provided variable levels of printing mediation, low levels of graphophonemic mediation, rarely corrected children's writing errors, and frequently provided physical supports to children during the writing activity. Mothers' reported literacy activities at home as well the ways in which they helped children choose letters were strongly related to children's literacy skills. Findings suggest that mothers can bolster their children's literacy skills through carefully orchestrated writing activities when children have CP. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01