Mother-Child Writing Interactions for Young Children with and without Cerebral Palsy

Lori E. Skibbe, Dorit Aram, Hope K. Gerde

Research output: Contribution to journalArticlepeer-review


Sixty-nine children (20 with cerebral palsy (CP)) and their mothers participated in a joint writing activity. Children (M age = 64.56 months; SD = 7.07 months) wrote a four-item grocery list on a keyboard at home with their mothers. Mothers who had children with CP generally provided a lower level of graphophonemic (i.e., segmenting words into their respective sounds) and print support (i.e., identifying letters to type) when compared to mothers of children with typical development. They were also less likely to be playful and correct their children’s writing errors, although they spent more time on the activity overall and entered into their children’s physical space more frequently. Even when children’s spelling skills were considered, mothers of children with CP provided lower levels of support to their children, suggesting that mothers might be missing opportunities to maximise what children with CP can learn during joint writing activities.

Original languageEnglish
Pages (from-to)1550-1564
Number of pages15
JournalInternational Journal of Disability, Development and Education
Issue number5
StatePublished - 2022


  • Early literacy
  • cerebral palsy
  • letter sound correspondence
  • mother-child interaction
  • print support
  • spelling
  • writing

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Education
  • Health Professions (miscellaneous)
  • Developmental and Educational Psychology


Dive into the research topics of 'Mother-Child Writing Interactions for Young Children with and without Cerebral Palsy'. Together they form a unique fingerprint.

Cite this