Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.14/133030
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- Title
- Effects of targeted reading instruction on phonological awareness and phonic decoding in children with Down Syndrome
- Related
- American journal on intellectual and developmental disabilities, Vol. 116, Issue 2, (2011), p.111-129
- DOI
- 10.1352/1944-7558-116.2.111
- Publisher
- American Association on Intellectual and Developmental Disabilities
- Date
- 2011
- FoR/RFCD Code(s)
-
110900 Neurosciences
- Author/Creator
- Cologon, Kathy
- Author/Creator
- Cupples, Linda
- Author/Creator
- Wyver, Shirley
- Description
- This research evaluated the effectiveness of reading instruction targeting oral reading and phonological awareness for children with Down syndrome (affecting chromosome 21). The participants were 7 children ranging in age from 2 years, 11 months to 10 years, 8 months. Each child acted as his/her own control, with assessments of language, cognition, phonological awareness, word and short-passage comprehension, and oral reading ability conducted on four occasions (initially, preintervention, postintervention and delayed postintervention) over approximately a 12-month period. The intervention was conducted over 10 weekly sessions and involved individual instruction. The postintervention assessment results provided evidence that phonic reading instruction was generally effective in improving reading skills and phonological awareness of children with Down syndrome.
- Description
- 19 page(s)
- Subject Keyword
- 110900 Neurosciences
- Resource Type
- journal article
- Organisation
- Macquarie University. Dept. of Linguistics
- Organisation
- Macquarie University. Institute of Early Childhood
- Identifier
- http://hdl.handle.net/1959.14/133030
- Identifier
- ISSN:1944-7515
- Identifier
- mq-rm-2010006374
- Language
- eng
- Reviewed
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