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.

中文翻译：

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唐氏综合症儿童参与 MultiLit 阅读导师计划前后的共同阅读行为：一项探索性研究

摘要 这项探索性研究比较了五名患有 DS 的学龄儿童（11 岁 6 个月至 15 岁 6 个月）在参与干预之前和之后的共享书籍阅读行为，该干预包括 MultiLit 阅读导师计划的选定组成部分。在 12 周的时间里，该计划每周以 1:1 的比例交付给参与者。对整个组的平均表现的分析表明，从干预前到干预后，阅读错误相对于阅读单词数的比例显着降低。干预后，共享书籍阅读的流畅度也有显着提高。还提供了个别案例研究数据。干预后，两名参与者（P4 和 P5）的每分钟阅读错误减少了。两名参与者（P1 和 P5）每分钟阅读不流畅的情况有所减少，而所有参与者的共享书籍阅读流畅度都有所提高。初步结果表明，尽管观察到干预后读写能力变化的可变性，但患有 DS 的儿童可以将 MultiLit 阅读导师计划中教授的技能推广到共享书籍阅读。