Maternal Writing Support for Kindergartners With Cerebral Palsy and Its Relations to Early Literacy Skills

Twenty kindergartners (eight boys) with cerebral palsy (CP) and their mothers engaged in a writing activity that required dyads to compose a grocery list containing four items together. Maternal writing supports were observed, including graphophonemic mediation (i.e., support for letter–sound corres...

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Bibliographic Details
Published inThe Journal of special education Vol. 52; no. 1; pp. 29 - 38
Main Authors Skibbe, Lori E., Aram, Dorit
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.05.2018
SAGE Publications and Hammill Institute on Disabilities
SAGE PUBLICATIONS, INC
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Summary:Twenty kindergartners (eight boys) with cerebral palsy (CP) and their mothers engaged in a writing activity that required dyads to compose a grocery list containing four items together. Maternal writing supports were observed, including graphophonemic mediation (i.e., support for letter–sound correspondence) and printing mediation (i.e., guidance on letter choice and form). Mothers described their home literacy practices, and children’s early literacy skills were assessed. Mothers reported engaging in many literacy activities with their children. They also provided variable levels of printing mediation, low levels of graphophonemic mediation, rarely corrected children’s writing errors, and frequently provided physical supports to children during the writing activity. Mothers’ reported literacy activities at home as well the ways in which they helped children choose letters were strongly related to children’s literacy skills. Findings suggest that mothers can bolster their children’s literacy skills through carefully orchestrated writing activities when children have CP.
ISSN:0022-4669
1538-4764
DOI:10.1177/0022466917738763