Parenting Journal · Volume 2 · Issue 2 · Licensed source edition
Shared book reading as a context for language intervention for children with Down syndrome: a mini-review
Originally published 2023-05-05 · Frontiers in Psychology
Frontiers Media SA · DOI 10.3389/fpsyg.2023.1176218 ↗
Editorial reading guide · Collaboration
Which contributions from a child can a caregiver notice while they look at a book together?
A mini-review examines shared books as a setting for language interaction for children with Down syndrome, distinguishing engagement from specific language outcomes.
Who was studied?
Published shared-reading studies involving young children with Down syndrome.
Age / stage: Birth through six years and eleven months
Read with three questions
- Which language outcomes were directly studied?
- What criteria determined which studies and settings entered the synthesis?
- How did the authors distinguish the adult’s participation from the child’s engagement?
Keep the limits in view
Coverage depends on the databases, languages and inclusion rules used by the review. Differences among the underlying study designs limit conclusions about effects.
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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Mirjana Jeremic; Vesna Stojanovik; Kelly Burgoyne; Emma Pagnamenta (2023). Shared book reading as a context for language intervention for children with Down syndrome: a mini-review Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2023.1176218
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.