Training reading and phoneme awareness skills in children with Down syndrome
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. ISSN 0922-4777Full text not available from this repository.
Official URL: http://dx.doi.org/10.1007/s11145-007-9089-3
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 > 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|
|Official Date:||June 2008|
|Page Range:||pp. 395-412|
|Access rights to Published version:||Restricted or Subscription Access|
|Funder:||Health Foundation (Great Britain)|
|Grant number:||2454 (HF)|
Ball, E. W., & Blachman, B. A. (1988). Phoneme segmentation training – effect on reading readiness.
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