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Title:A Microgenetic Comparison of Maternal Scaffolding Strategies During Joint Book-Reading by Mothers of Children With and Without Down Syndrome
Author(s):Bair, Pauline Helen
Doctoral Committee Chair(s):McCollum, Jeanette A.
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Early Childhood
Abstract: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.
Issue Date:1997
Type:Text
Language:English
Description:130 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997.
URI:http://hdl.handle.net/2142/80159
Other Identifier(s):(MiAaPQ)AAI9737040
Date Available in IDEALS:2015-09-25
Date Deposited:1997


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