Abstract
ABSTRACT The purpose of this short report is to analyse the within‐individual response to a stimulation programme conducted in a family environment on different measures of emergent reading over two years for eight children with intellectual disabilities. Graphs of the individual subjects’ evolution revealed progress in attitudes and abilities in emergent literacy behaviours. Development quotient and kindergarten attendance did not seem to be determining factors in the evolution of these behaviours. However, degree of parental compliance with the programme seemed to be related to better abilities in emergent literacy.
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