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

130 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997.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.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD