Training reading and phoneme awareness skills in children with Down syndrome |
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| Authors: | Kristina Goetz Charles Hulme Sophie Brigstocke Julia M Carroll Louise Nasir and M Snowling |
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| Institution: | (1) Department of Psychology, University of York, Heslington, York, YO10 5DD, UK |
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| Abstract: | The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream
schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds
and working with words in books. The children were taught by their learning support assistants, who received special training
for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early
literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group
started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five
months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based
reading intervention. |
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| Keywords: | Down syndrome Learning support assistants Phonics Reading intervention |
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