Language Learning in Children with Down Syndrome (DS): Receptive and Expressive Morphosyntactic Abilities

Ανδρέου, Γεωργία; Katsarou, Dimitra

doi:10.1016/j.sbspro.2013.09.304

Cited by 9 publications

(10 citation statements)

References 9 publications

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“…The findings of previous studies stated that children with Down syndrome should be considered carefully (Lemons & Fuchs, 2010;Ratz, 2013). Other research also states that Down syndrome needs to get good learning like students in general (Andreou & Katsarou, 2013;Dekker et al, 2014). Through this research is expected to change the negative stigma and false perceptions about children with Down syndrome as children who do not have superior potential.…”

Section: Introductionmentioning

confidence: 79%

Hidden of Human Potentials of Children with Down Syndrome (DS) Based on Response to Intervention

Bintoro

Bagaskorowati²,

Winarsih³

2022

JERE

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Every child has potential, both typical children and children with special needs, especially children with Down Syndrome (DS). Children with DS are classified as having mental retardation; a low level of intelligence indicates the most prominent characteristics. Children with DS have opportunities to grow and develop and possibilities in their human potential. This study aims to identify the hidden human potential in children with Down syndrome (DS) based on the response to the intervention. This type of research is a case study. Researchers chose three research subjects as samples to be observed. The approach used in this research is a case study with a qualitative descriptive approach through an experimental study method. Data collection methods in this study were interviews, observation, documentation, and field notes. The instruments used are observation sheets and interviews. The data used in this study is qualitative data with the Miles and Huberman model. The study results showed that three children with DS had shown the advantages of hidden human potential such as drawing and dancing. The emergence of this hidden human potential is shown by the creation of trust in their relationships with peers, parents, and teachers.

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Section: Introductionmentioning

confidence: 79%

Hidden of Human Potentials of Children with Down Syndrome (DS) Based on Response to Intervention

Bintoro

Bagaskorowati²,

Winarsih³

2022

JERE

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“…Moreover, in the research of Christodoulou and Grohmann (2018), some keywords in the given tasks seem to lead the children to the correct response, explaining the high rate of the accurate answer given by the children with Down syndrome. Both surveys investigated syntactic comprehension skills; however, while Andreou and Katsarou (2013) used items that did not include words leading to the correct answer, Christodoulou and Grohmann (2018) included some words that indicated the correct answer; for example, out of the four pictures given, if the item included the word 'cat', the participant was more likely to choose the one depicting a cat, even without understanding the content of the sentence.…”

Section: Introductionmentioning

confidence: 99%

“…Research in the Greek language concerning morphosyntax in Down syndrome is limited. Only a few studies, namely, Stathopoulou and Clahsen (2010), Andreou and Katsarou (2013) and Christodoulou and Grohmann (2018), have examined the morphosyntactic skills of individuals with Down syndrome and compared them with those with typical development. Stathopoulou and Clahsen (2010) investigated the ability of a group of eight Greek-speaking adolescents with Down syndrome (aged 12.1-18.7 years) to form the perfective past tense using an acceptability judgement task.…”

Section: Introductionmentioning

confidence: 99%

“…As for the morphological production in the Greek language, Andreou and Katsarou (2013) found that children with Down syndrome gave few correct answers in tasks that included production and comprehension of verbs, but Stathopoulou and Clahsen (2010) found strengths in recognition of present and past tense of the same verb by the children with Down syndrome. Their contradictory findings may be caused by the age differences of their sample, as the first research study consisted of children between the ages of 4 and 8 years whilst the second research study consisted of teenagers and their matched mental‐age peers, who might have developed their morphology skills better.…”

Section: Introductionmentioning

confidence: 99%

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Morphosyntactic abilities in young children with Down syndrome: Evidence from the Greek language

Katsarou

Ανδρέου

2022

Intl J Lang & Comm Disor

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Down syndrome is the most common genetic syndrome of intellectual disabilities with a distinct linguistic profile. Language research so far has come mainly from the English language, a language with different syntax and morphology from many other languages, including Greek, indicating a paucity of research findings in the Greek language. Given the rich morphology and distinct syntactic characteristics of the Greek language, the present study evaluated the performance of children with Down syndrome (N = 45) who are native Greek speakers in syntax and morphology and compared it with the performance of children with typical development (N = 45) matched for chronological age. The paper also analysed the items of each task in terms of the performance of the two groups in subject-verb agreement, noun conversion from singular to plural, and verb conversion from present to past and future tenses. All children were tested in four subscales of a standardized test, including morphosyntactic comprehension, morphosyntactic completion and articulation (parts 1 and 2). The results showed that children with Down syndrome lag behind in syntax and morphology compared with children of typical development and present difficulties in specific aspects of morphology and syntax inherent in the Greek language.

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“…Alongside these, language impairments are prominent in this population with some aspects of language being disproportionately affected (see Abbeduto, Warren & Conners, 2007;Ypsilanti & Grouios, 2008, for a review). Specific weaknesses have been observed in verbal working memory (Lanfranchi et al, 2004), expressive morphosyntax (Andreou & Katsarou, 2013) and phonological awareness (Kennedy & Flynn, 2003). Relative strengths have been documented in social abilities, with research suggesting that skills related to social functioning are preserved, which include the ability to orient attention and engage with others (Fidler, 2005).…”

Section: Introductionmentioning

confidence: 99%

Bilingualism in children with a dual diagnosis of Down syndrome and Autism Spectrum Disorder

Ward

Sanoudaki

2020

Clinical Linguistics & Phonetics

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Language Learning in Children with Down Syndrome (DS): Receptive and Expressive Morphosyntactic Abilities

Cited by 9 publications

References 9 publications

Hidden of Human Potentials of Children with Down Syndrome (DS) Based on Response to Intervention

Hidden of Human Potentials of Children with Down Syndrome (DS) Based on Response to Intervention

Morphosyntactic abilities in young children with Down syndrome: Evidence from the Greek language

Bilingualism in children with a dual diagnosis of Down syndrome and Autism Spectrum Disorder

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