Language and verbal short-term memory skills in children with Down syndrome: A meta-analytic review

Naess, K; Lyster, Solveig‐Alma Halaas; Hulme, Charles; Melby‐Lervåg, Monica

doi:10.1016/j.ridd.2011.05.014

Cited by 142 publications

(87 citation statements)

References 39 publications

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“…These were both areas of weakness for participants with ID, whose performance on both measures was significantly and substantially below that of TD participants. These results are consistent with those of prior studies (e.g., Henry & Winfield, 2010; Lemons & Fuchs, 2010b; Menghini et al, 2004; Næss et al, 2011). …”

Section: Discussionsupporting

confidence: 93%

“…Studies have shown that individuals with DS perform particularly poorly on measures of phonological memory (see Baddeley & Jarrold, 2007; Jarrold, Baddeley, & Phillips, 1999; Næss, Halaas Lyster, Hulme, & Melby-Lervåg, 2011). Longitudinal studies of DS have found that phonological memory is a significant predictor of reading, up to 4 or 5 years later, even after accounting for developmental factors such as chronological age and mental age (Kay-Raining Bird et al, 2000; Laws & Gunn, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Strengths and weaknesses in reading skills of youth with intellectual disabilities

Channell¹,

Loveall²,

Conners³

2013

Research in Developmental Disabilities

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Reading-related skills of youth with intellectual disability (ID) were compared with those of typically developing (TD) children of similar verbal ability level. The group with ID scored lower than the TD group on word recognition and phonological decoding, but similarly on orthographic processing and rapid automatized naming (RAN). Further, phonological decoding significantly mediated the relation between group membership and word recognition, whereas neither orthographic processing nor RAN did so. The group with ID also underperformed the TD group on phonological awareness and phonological memory, both of which significantly mediated the relation between group membership and phonological decoding. These data suggest that poor word recognition in youth with ID may be due largely to poor phonological decoding, which in turn may be due largely to poor phonological awareness and poor phonological memory. More focus on phonological skills in the classroom may help students with ID to develop better word recognition skills.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Strengths and weaknesses in reading skills of youth with intellectual disabilities

Channell¹,

Loveall²,

Conners³

2013

Research in Developmental Disabilities

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“…Also, receptive vocabulary has been related to emotion knowledge (Barrett, Lindquist, & Gendron, 2007) and is a common variable taken into account when measuring TD children's emotion recognition abilities (Izard et al, 2001;Izard et al, 2011). Further, receptive vocabulary is commonly used as a matching criterion in DS-TD comparative studies (Phillips, Loveall, Channell, & Conners, 2014) and, compared to other measures of language ability, it is less impaired in DS and is similar to the level of nonverbal ability (Naess, Lyster, Hulme, & MelbyLervåg, 2011).…”

Section: Studymentioning

confidence: 99%

Emotion Knowledge in Children and Adolescents With Down Syndrome: A New Methodological Approach

Channell

Conners

Barth

2014

American Journal on Intellectual and Developmental Disabilities

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Emotion knowledge was examined in 19 youth with Down syndrome (DS) and compared to typically developing (TD) children of similar developmental levels. This project expanded upon prior research on emotion knowledge in DS by utilizing a measure that minimized the need for linguistic skills, presented emotion expressions dynamically, and included social context cues. In Study 1, participants with DS were as accurate as TD participants when judging emotions from static or dynamic expression stimuli and from facial or contextual cues. In Study 2, participants with DS and TD participants showed similar cross-sectional developmental trajectories of emotion knowledge across mental age. This project highlights the importance of measure selection when examining emotion knowledge in samples with intellectual and developmental disabilities.

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“…Because language is uniquely affected by DS (Abbeduto, Warren, & Conners, 2007; Silverman, 2007), verbal performance tends to be especially poor – below the level of general cognitive ability. With the exception of receptive vocabulary, people with DS typically demonstrate much poorer performance in language domains such as grammar, verbal short-term memory and, speech production than mental age matched control groups (Abbeduto et al, 2006; Caselli et al, 1998; Chapman, Schwartz, & Kay-Raining Bird, 1991; Laws & Bishop, 2003, 2004; Lemons, & Fuchs, 2010; for reviews, see Conners, Moore, Loveall, & Merrill, 2011; Kent, & Vorperian, 2013; Næss, Halaas Lyster, Hulme, & Melby-Lerväg, 2011). Thus, it is possible for visuo-spatial performance to be better than verbal performance, but still not particularly strong.…”

Section: Introductionmentioning

confidence: 99%

“…In the DS literature, it is common to use receptive vocabulary as a basis of comparison for several types of abilities (e.g, Peabody Picture Vocabulary Test or PPVT, or British Picture Vocabulary Test or BPVT). Although receptive vocabulary is in the verbal domain, it is not as impaired in DS as are other verbal abilities such as receptive grammar and expressive vocabulary (Næss et al, 2011). Thus, as a matching variable, it is preferable to a more comprehensive verbal ability measure (Phillips, Loveall, Channell, & Conners, 2014).…”

Section: Introductionmentioning

confidence: 99%

Visuo-spatial ability in individuals with Down syndrome: Is it really a strength?

Yang

Conners

Merrill

2014

Research in Developmental Disabilities

107

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Down syndrome (DS) is associated with extreme difficulty in verbal skills and relatively better visuo-spatial skills. Indeed, visuo-spatial ability is often considered a strength in DS. However, it is not clear whether this strength is only relative to the poor verbal skills, or, more impressively, relative to cognitive ability in general. To answer this question, we conducted an extensive literature review of studies on visuo-spatial abilities in people with Down syndrome from January 1987 to May 2013. Based on a general taxonomy of spatial abilities patterned after Lohman, Pellegrino, Alderton, and Regian (1987) and Carroll (1993) and existing studies of DS, we included five different domains of spatial abilities – visuo-spatial memory, visuo-spatial construction, mental rotation, closure, and wayfinding. We evaluated a total of 49 studies including 127 different comparisons. Most comparisons involved a group with DS vs. a group with typical development matched on mental age and compared on a task measuring one of the five visuo-spatial abilities. Although further research is needed for firm conclusions on some visuo-spatial abilities, there was no evidence that visuo-spatial ability is a strength in DS relative to general cognitive ability. Rather, the review suggests an uneven profile of visuo-spatial abilities in DS in which some abilities are commensurate with general cognitive ability level, and others are below.

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Language and verbal short-term memory skills in children with Down syndrome: A meta-analytic review

Cited by 142 publications

References 39 publications

Strengths and weaknesses in reading skills of youth with intellectual disabilities

Strengths and weaknesses in reading skills of youth with intellectual disabilities

Emotion Knowledge in Children and Adolescents With Down Syndrome: A New Methodological Approach

Visuo-spatial ability in individuals with Down syndrome: Is it really a strength?

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