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Home literacy for children with IDD (Biggs et al., 2023)

posted on 2023-06-02, 18:23 authored by Elizabeth E. Biggs, Allyson P. Arserio, Sarah E. Robison, Madison E. Ross

Purpose: The aim of this scoping review was to map the research literature published in English and in peer-reviewed journals related to the home literacy environment of children and youth aged 3–21 years with intellectual and developmental disabilities (IDD) who have significant support needs, including children with complex communication needs.

Method: A systematic search was conducted in four databases, along with forward and backward searching. The search yielded 60 studies, which included intervention and nonintervention studies. Data were charted related to participant characteristics, study focus, intervention components, study design and methodological rigor, and study results.

Results: Findings provided insight into multiple dimensions of the home literacy environment for children with IDD, including the nature of parent views, practices, and interaction styles during shared reading. Findings also revealed gaps in the literature, specifically related to (a) limited representation of subgroups of children and youth with IDD, (b) limited representation of diverse families and caregivers, and (c) concerns about methodological quality.

Conclusion: This review identifies important directions for future research and suggests ways to improve the design and delivery of home literacy interventions for children and youth with IDD and their families, including through family-centered and culturally responsive models.

Supplemental Material S1. Summary of key findings from nonintervention studies addressing descriptive and comparative questions about the home literacy environment.

Supplemental Material S2. Summary of key findings from nonintervention studies addressing correlational research questions.

Biggs, E. E., Arserio, A. P., Robison, S. E., & Ross, M. E. (2023). Home literacy environment and interventions for children with intellectual and developmental disabilities: A scoping review. Journal of Speech, Language, and Hearing Research, 66(6), 2118–2140.


Preparation of this article was supported in part by U.S. Department of Education Grant H325D160006, awarded to the University of Arizona. The use of REDCap for data management was funded by National Center for Advancing Translational Sciences Grant UL1 TR000445, awarded to Vanderbilt University.