Effectiveness of Decoding and Phonological Awareness Interventions for Children with down Syndrome

Lemons, Christopher J.; Mrachko, Alicia A.; Kostewicz, Douglas E.; Paterra, Matthew F.

doi:10.1177/001440291207900104

Cited by 50 publications

(60 citation statements)

References 22 publications

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“…However, despite the typical deficits in phonological awareness that may present a barrier to children with Down Syndrome benefiting from phonics‐based reading instruction, a number of studies have indicated that using phonics‐based instruction can have a positive effect on the reading skills of children with Down Syndrome (e.g., Lemons & Fuchs, , Lemons et al . ; Al Otaiba & Hosp, ). For example, Cupples and Iacono () investigated the effects of both an analytic, phonics‐based approach and a whole word approach for teaching reading to seven children (five girls and two boys) with Down Syndrome, aged eight to twelve years.…”

Section: Introductionmentioning

confidence: 99%

“…Due to the relative strengths in visual processing of individuals with Down Syndrome (Fidler et al, 2009;Visu-Petra et al 2007), and common deficits in auditory processing and memory (e.g., Kernan & Sabsay, 1996;Jarrold and Baddeley, 1997) and phonological awareness (Kay-Raining Bird et al, 2000;Snowling et al, 2002), whole word reading approaches have been particularly recommended for these children (Buckley, 1985;Hodapp & Fidler, 1999;Cossu et al, 1993). However, despite the typical deficits in phonological awareness that may present a barrier to children with Down Syndrome benefiting from phonics-based reading instruction, a number of studies have indicated that using phonics-based instruction can have a positive effect on the reading skills of children with Down Syndrome (e.g., Lemons & Fuchs, 2010, Lemons et al 2012Al Otaiba & Hosp, 2004). For example, Cupples and Iacono (2002) investigated the effects of both an analytic, phonics-based approach and a whole word approach for teaching reading to seven children (five girls and two boys) with Down Syndrome, aged eight to twelve years.…”

Section: Introductionmentioning

confidence: 99%

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Parent‐Mediated Online Reading intervention for children with Down Syndrome

Grindle¹,

Tyler²,

Murray

et al. 2019

Support for Learning

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Evidence suggests that reading interventions found to be effective with typically developing children may also be effective with children with developmental disabilities (DD). The Headsprout® Early Reading programme (HER) is an online reading programme accessible at home or at school. Previous research using HER with children with DD has been delivered by trained staff in special school contexts. However, access to trained staff is limited, and many children with DD do not attend special schools. These factors may limit the number of children able to benefit from a potentially effective intervention. Training and involving parents to support their child’s reading may increase the number of children who might benefit, and also reflects current education policy. We examined the feasibility of using HER with five children with Down Syndrome in a six‐month parent mediated intervention. Standardised tests of reading ability carried out pre‐post intervention, showed that skills with phoneme segmentation improved following HER, and word reading age improved on average 13 months (range 6 to 20 months). These data are promising and support a rationale for larger evaluation studies.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Parent‐Mediated Online Reading intervention for children with Down Syndrome

Grindle¹,

Tyler²,

Murray

et al. 2019

Support for Learning

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“…There have also been a number of reviews and meta‐analyses about effective interventions, including a series of IES Practice guides (Gertsten et al., ; Connor, Alberto, Compton, & O'Connor, ) and others describing successful reading interventions (e.g., Al Otaiba, Allor, Ortiz, Greulich, & Wanzek, ; Wanzek & Vaughn, ; Wanzek, Al Otaiba, & Gatlin, ). Several studies have shown that many interventions consistent with the NRP () recommendations are effective for improving the reading outcomes of primary grade students with Autism Spectrum Disorder (ASD) (Whalon, Al Otaiba, & Delano, ), Behavior Disorder (BD) (Rivera, Al Otaiba, & Koorland, 2006), and Intellectual Disability (ID) (Allor, Mathes, Roberts, Cheatham, & Al Otaiba, ; Browder, Wakeman, Spooner, Ahlgrim‐Delzell, & Algozzine, ; Lemons, Mrachko, Kostewicz, & Paterra, ).…”

Section: Special Educators Need To Know How To Implement Data‐based Imentioning

confidence: 99%

“…As described in Lemons, King, et al. (in press), PD for instructors involved four phases of training.…”

Section: Recommendations For Improving Current Professional Developmementioning

confidence: 99%

Improving Professional Development to Enhance Reading Outcomes for Students in Special Education

Lemons

Otaiba

Conway

et al. 2016

New Directions for Child and Adolescent Development

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The purpose of this article is to focus specifically on professional development that is needed to ensure that preservice and in-service teachers are prepared to deliver intensive intervention to enhance reading outcomes of students in special education. Our aim is to provide recommendations to ensure that special educators are prepared to design and implement data-based individualization in the area of reading. We highlight what special educators need to know to implement data-based individualization and provide recommendations for improving professional development using findings from federally funded projects. Implications for practice and next steps for research and policy are provided.

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“…Quite a few intervention studies have targeted early literacy and/or PA with students with DS (Al Otaiba & Hosp, 2004;Baylis & Snowling, 2012;Bourassa, Cleave, & Kay-Raining Bird, 2005;Burgoyne, Duff, Snowling, Buckley, & Hulme, 2013;Burgoyne et al, 2012;Cleave, Kay-Raining Bird, & Bourassa, 2011;Cologon et al, 2011;Cupples & Iacono, 2002;Goetz et al, 2008;Kennedy & Flynn, 2003;Lemons & Fuchs, 2010a;Lemons et al, 2012;van Bysterveldt et al, 2006van Bysterveldt et al, , 2010. These studies are highly heterogeneous with respect to the chronological ages and ability levels of participants, although most focused on older students rather than preschoolers.…”

Section: Introductionmentioning

confidence: 99%

An Early Literacy Program for Young Children with Down Syndrome: Changes Observed over One Year

Colozzo

McKeil

Petersen

et al. 2016

Policy Practice Intel Disabi

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Although much individual variability exists, most persons with Down syndrome (DS) experience marked expressive language delays and challenges with speech production, hearing, and verbal memory that may negatively affect literacy development. There is, however, a paucity of research with respect to early intervention literacy programs with this population. The authors describe an early intervention literacy program that used a hybrid approach to reading instruction combining whole‐word (i.e., visual) and analytic (i.e., phonic or sound‐based) reading strategies. They also detail the changes observed in the literacy and language abilities of the participants over 1 year. The participants were 15 English speaking Canadian students with DS aged 3–6 years (M age 4;11, pretreatment) who took part in a 45‐week program. Weekly individual sessions with a certified teacher were augmented by regular homework. Each student's literacy and language abilities were assessed immediately pretreatment and posttreatment. Measures of letter name identification, letter sound identification, print concepts, and identification of taught sight words showed statistically significant changes. Letter name identification, letter sound identification, and number of sight words read pretreatment were all positively and significantly correlated with gains in word identification. There was also a clear difference regarding how many new sight words students were able to read posttreatment depending on whether they used abstract symbols to communicate (i.e., unprompted spoken words or signs) pretreatment. The authors note that this study provides support for literacy interventions that combine phonological awareness, word analysis, sight word training, and shared book reading with children with DS as young as 3 years of age with varying levels of language development.

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Effectiveness of Decoding and Phonological Awareness Interventions for Children with down Syndrome

Cited by 50 publications

References 22 publications

Parent‐Mediated Online Reading intervention for children with Down Syndrome

Parent‐Mediated Online Reading intervention for children with Down Syndrome

Improving Professional Development to Enhance Reading Outcomes for Students in Special Education

An Early Literacy Program for Young Children with Down Syndrome: Changes Observed over One Year

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