Shared reading, a key component of the home literacy environment, has well documented potential for the development of emergent literacy skills. This study explored shared reading interactions between parents and their young children (aged one to six years) with Down syndrome in Ireland. 191 parents completed an online questionnaire, providing quantitative and qualitative data on their practices, experiences and views in relation to shared reading with their children. Findings indicate that the majority of parents engage their children in shared reading regularly and commence shared reading at an early age. Social/emotional factors and enjoyment, followed by speech and language development, were the primary factors motivating parents to engage their children in shared reading. There was evidence of parental use of oral language and print referencing strategies during shared reading. There was, however, potential for greater use of a wider range of strategies. Many parents also described challenges which affect engagement in shared reading. The majority of participating parents indicated that they would welcome additional guidance in relation to shared reading with their children. It is recommended that a parental education programme, providing parents of young children with Down syndrome with advice and guidance on shared reading be implemented.

中文翻译：

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爱尔兰唐氏综合症父母与幼儿的共同阅读实践

共享阅读是家庭识字环境的一个关键组成部分，它具有发展新兴识字技能的潜力。本研究探讨了爱尔兰患有唐氏综合症的父母与他们的年幼孩子（1 至 6 岁）之间的共同阅读互动。191 位家长完成了一份在线问卷，提供了关于他们与孩子分享阅读的实践、经验和观点的定量和定性数据。调查结果表明，大多数父母让他们的孩子定期参与共享阅读，并在很小的时候就开始共享阅读。社交/情感因素和享受，其次是言语和语言发展，是促使父母让孩子参与共同阅读的主要因素。有证据表明，在共享阅读期间，父母会使用口头语言和印刷参考策略。然而，有可能更多地使用更广泛的战略。许多家长还描述了影响参与共享阅读的挑战。大多数参与的家长表示，他们欢迎更多关于与孩子分享阅读的指导。建议实施家长教育计划，为患有唐氏综合症的幼儿的家长提供共享阅读的建议和指导。大多数参与的家长表示，他们欢迎更多关于与孩子分享阅读的指导。建议实施家长教育计划，为患有唐氏综合症的幼儿的家长提供共享阅读的建议和指导。大多数参与的家长表示，他们欢迎更多关于与孩子分享阅读的指导。建议实施家长教育计划，为患有唐氏综合症的幼儿的家长提供共享阅读的建议和指导。