Skip to content Skip to navigation
University of Warwick
  • Study
  • |
  • Research
  • |
  • Business
  • |
  • Alumni
  • |
  • News
  • |
  • About

University of Warwick
Publications service & WRAP

Highlight your research

  • WRAP
    • Home
    • Search WRAP
    • Browse by Warwick Author
    • Browse WRAP by Year
    • Browse WRAP by Subject
    • Browse WRAP by Department
    • Browse WRAP by Funder
    • Browse Theses by Department
  • Publications Service
    • Home
    • Search Publications Service
    • Browse by Warwick Author
    • Browse Publications service by Year
    • Browse Publications service by Subject
    • Browse Publications service by Department
    • Browse Publications service by Funder
  • Help & Advice
University of Warwick

The Library

  • Login
  • Admin

Training reading and phoneme awareness skills in children with Down syndrome

Tools
- Tools
+ Tools

Goetz, Kristina, Hulme, Charles, Brigstocke, Sophie, Carroll, Julia M. , Nasir, Louise and Snowling, Margaret J. (2008) Training reading and phoneme awareness skills in children with Down syndrome. Reading and Writing, Vol.21 (No.4). pp. 395-412. doi:10.1007/s11145-007-9089-3 ISSN 0922-4777.

Research output not available from this repository.

Request-a-Copy directly from author or use local Library Get it For Me service.

Official URL: http://dx.doi.org/10.1007/s11145-007-9089-3

Request Changes to record.

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.

Item Type: Journal Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education
Divisions: Faculty of Science, Engineering and Medicine > Science > Psychology
Library of Congress Subject Headings (LCSH): Down syndrome, Teachers' assistants, Reading -- Phonetic method, Reading disability, Response to intervention (Learning disabled children)
Journal or Publication Title: Reading and Writing
Publisher: Springer Netherlands
ISSN: 0922-4777
Official Date: June 2008
Dates:
DateEvent
June 2008Published
Volume: Vol.21
Number: No.4
Page Range: pp. 395-412
DOI: 10.1007/s11145-007-9089-3
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access
Funder: Health Foundation (Great Britain)
Grant number: 2454 (HF)

Request changes or add full text files to a record

Repository staff actions (login required)

View Item View Item
twitter

Email us: wrap@warwick.ac.uk
Contact Details
About Us