Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial

Abstract

BackgroundThis study evaluates the effects of a language and literacy intervention for children with Down syndrome.MethodsTeaching assistants (TAs) were trained to deliver a reading and language intervention to children in individual daily 40-min sessions. We used a waiting list control design, in which half the sample received the intervention immediately, whereas the remaining children received the treatment after a 20-week delay. Fifty-seven children with Down syndrome in mainstream primary schools in two UK locations (Yorkshire and Hampshire) were randomly allocated to intervention (40 weeks of intervention) and waiting control (20 weeks of intervention) groups. Assessments were conducted at three time points: pre-intervention, after 20 weeks of intervention, and after 40 weeks of intervention.ResultsAfter 20 weeks of intervention, the intervention group showed significantly greater progress than the waiting control group on measures of single word reading, letter-sound knowledge, phoneme blending and taught expressive vocabulary. Effects did not transfer to other skills (nonword reading, spelling, standardised expressive and receptive vocabulary, expressive information and grammar). After 40 weeks of intervention, the intervention group remained numerically ahead of the control group on most key outcome measures; but these differences were not significant. Children who were younger, attended more intervention sessions, and had better initial receptive language skills made greater progress during the course of the intervention.ConclusionsA TA-delivered intervention produced improvements in the reading and language skills of children with Down syndrome. Gains were largest in skills directly taught with little evidence of generalization to skills not directly taught in the intervention.

Desenvolvimento de Habilidades Metafonológicas e Aprendizagem da Leitura e da Escrita em Alunos com Síndrome de Down

“…Mais raros são os que investigam o desempenho de alunos brasileiros com SD em programas de intervenção em consciência fonológica (MOUSSATCHÉ, 2001;SÁS, 2009;LAVRA-PINTO, 2009;BARBY, 2013;BARBY;GUIMARÃES, 2013). Os estudos estrangeiros com intervenção em consciência fonológica realizados com participantes com SD também são recentes e em pequeno número (GOETZ et al, 2008;LEMONS;FUCHS, 2010;COLOGON;CUPPLES;WYVER, 2011;BURGOYNE et al, 2012;BAYLIS;SNOWLING, 2012).…”

“…As atividades foram propostas, selecionadas e adaptadas a partir dos programas de Capovilla (1999), Bandini (2003), Sás (2009), Carvalho (2010, Burgoyne et al (2012), e foram desenvolvidas com o apoio de material concreto e jogos pedagógicos (Quadro 1). Identificação e produção de rima e aliteração, leitura e escrita de palavras.…”

Sign it, say it, read it: the effectiveness of American sign language as a supplement to reading instruction for children with Down syndrome

“…Learning to read is a complicated process that requires, among other things, language comprehension and auditory acuity. Students with ID/DD often have receptive language and auditory processing deficits that can make traditional phonological awareness and phonics based literacy instruction especially challenging (Burgoyne et al, 2012, Brynes & Wasik, 2009. While inclusion fully integrates students physically into the classroom, extra intervention is typically needed for effective literacy acquisition.…”

“…In addition to using a comprehensive reading program as described, various visual techniques (pictures, symbols, graphic organizers) and gestures have been suggested to augment instruction. (Allor et al,2009, Burgoyne et. al, 2012.…”

“…Expanding on the sight word only method to include aspects of phonological awareness, concepts of print and comprehension has recently been recommended as the new direction of reading programs/research for students with ID/DD (Browder, 2008;Naess, Melvag & Hulme, 2012;Lemon & Fuchs, 2010;Burgoyne et. al., 2012;Allor et al, 2014).…”