2015
DOI: 10.1352/1934-9556-53.4.271
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Adapting Phonological Awareness Interventions for Children With Down Syndrome Based on the Behavioral Phenotype: A Promising Approach?

Abstract: Many children with Down syndrome demonstrate deficits in phonological awareness, a prerequisite to learning to read in an alphabetic language. The purpose of this study was to determine whether adapting a commercially available phonological awareness program to better align with characteristics associated with the behavioral phenotype of Down syndrome would increase children's learning of phonological awareness, letter sounds, and words. Five children with Down syndrome, ages 6 to 8 years, participated in a mu… Show more

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Cited by 39 publications
(35 citation statements)
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“…We were unable to identify any previous studies that explicitly attempted to consider the DS behavioral phenotype in the development of a reading intervention. Due to the variability and modest outcomes in previous reading intervention studies involving children and adolescents with DS (see Lemons et al, 2015; Lemons, Mrachko, Kostewicz, & Paterra, 2012), the aim of our Goal 2 development project was to determine whether such an approach was feasible within a regular instructional context (i.e., administered by educational staff within typical settings) and to evaluate the potential efficacy of this type of reading intervention. The primary research question guiding this study was whether there was a functional relation between delivery of a behavioral phenotype-aligned reading intervention and mastery of targeted skills for children with DS.…”
Section: Purposementioning
confidence: 99%
“…We were unable to identify any previous studies that explicitly attempted to consider the DS behavioral phenotype in the development of a reading intervention. Due to the variability and modest outcomes in previous reading intervention studies involving children and adolescents with DS (see Lemons et al, 2015; Lemons, Mrachko, Kostewicz, & Paterra, 2012), the aim of our Goal 2 development project was to determine whether such an approach was feasible within a regular instructional context (i.e., administered by educational staff within typical settings) and to evaluate the potential efficacy of this type of reading intervention. The primary research question guiding this study was whether there was a functional relation between delivery of a behavioral phenotype-aligned reading intervention and mastery of targeted skills for children with DS.…”
Section: Purposementioning
confidence: 99%
“…En este proceso de enseñanza también puede ser posible la combinación posterior con una orientación más fonológica dado los resultados prometedores de estudios como el de Lemons et al (2015) quienes adaptando un programa convencional de adquisición de la lectura centraba en habilidades fonológica a las características fenotípicas de niños con SD y con edades entre los 6 y 8 años, obtuvieron una mejora importante en la conciencia fonológica de los niños.…”
Section: Discussionunclassified
“…In recent years, there has been additional momentum towards translating phenotype‐related findings into educational and intervention‐related practice, with encouraging initial outcomes (Lemons et al . 2015; Dimitropoulos et al . 2017; LeJeune et al .…”
Section: Challenges In Syndrome‐informed Interventionmentioning
confidence: 99%
“…genetic conditions and specific behavioural and developmental outcomes (Dykens 1995;Hodapp 1997). In recent years, there has been additional momentum towards translating phenotype-related findings into educational and intervention-related practice, with encouraging initial outcomes (Lemons et al 2015;Dimitropoulos et al 2017;LeJeune et al 2018;McDuffie et al 2018). However, this translational work may pose implementation challenges related to within-syndrome variability in outcomes, as well as the logistics and cost-benefit trade-offs of delivering large-scale, syndrome-informed interventions to low-incidence populations.…”
mentioning
confidence: 99%