Shared reading with young children is promoted as good practice in national and international policy. Existing literature explores cognitive and developmental benefits of family shared reading for young, typically developing children, but much less is known about benefits for young people with learning disabilities. Additionally, the analysis of ‘benefit’ is often cast in economic terms to society rather than through the sociological lens of everyday ‘family practice’. This paper explores the significance of shared reading for two young people with Profound and Multiple Learning Disabilities (PMLD), a group traditionally characterised as having a developmental age of 24 months or less and who may therefore continue to enjoy shared reading far beyond early childhood. Drawing on iterative qualitative data analysis of semi-structured interviews with two mothers, findings suggest that shared reading is a valued everyday practice fulfilling a range of functions such as emotional regulation, marking time and routine, and inclusion with siblings. The paper considers ways to support shared reading within PMLD families in research, policy and practice.

中文翻译：

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探索与患有严重和多重学习障碍 (PMLD) 的年轻人家庭共享阅读的价值

与幼儿共同阅读被视为国家和国际政策的良好实践。现有文献探讨了家庭共享阅读对年轻（通常是发育中的）儿童的认知和发展益处，但对于有学习障碍的年轻人的益处却知之甚少。此外，对“利益”的分析通常是从经济角度对社会进行分析，而不是通过日常“家庭实践”的社会学视角。本文探讨了共享阅读对于两名患有严重和多重学习障碍 (PMLD) 的年轻人的重要性，该群体传统上的发育年龄为 24 个月或更小，因此他们可能会在幼儿期之后继续享受共享阅读。通过对两位母亲进行半结构化访谈的迭代定性数据分析，研究结果表明，共同阅读是一种有价值的日常实践，可以实现一系列功能，例如情绪调节、原地踏步和日常生活以及与兄弟姐妹的包容。本文探讨了在研究、政策和实践方面支持 PMLD 家庭共享阅读的方法。