Abstract:
Key findings of emergent literacy research conclude that emergent literacy experiences correlate with later
reading success and that emergent literacy intervention for children with special needs is essential. As a group
with special needs children with Down syndrome require emergent literacy intervention. They may attain
functional literacy skills and their language development determines their reading ability. Speech-language
therapists have an important role to play in emergent literacy programme development in South Africa. As
a first step towards programme development and emergent literacy intervention goal selection, the aim
of this study was to determine the applicability of a self-administered questionnaire to describe parental
perceptions and practices regarding the emergent literacy development of their young children with Down
syndrome. A quantitative research approach was used within a cross-sectional descriptive survey. Fifteen literate
parents, with preschool children with Down syndrome aged between two and five years were selected
as participants. Data were collected via email and/or facsimile. The results showed that all participants valued
emergent literacy development. They appeared to have knowledge about book-reading but not about the
broad spectrum of emergent literacy experiences to which they might expose their children. Participants
were actively promoting emergent literacy development of their children, but they had certain needs that
could potentially be addressed by speech-language therapists working in early communication intervention.
The questionnaire proved to be applicable, but changes are required for application with illiterate parents
and those with low literacy skills. Based on the results a framework with guidelines for emergent literacy goal
selection is provided.
