Reading comprehension in children with Down syndrome

Laws, Glynis; Brown, Heather; Main, Elizabeth

doi:10.1007/s11145-015-9578-8

Cited by 21 publications

(10 citation statements)

References 61 publications

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“…The following key findings emerge from the literature exploring their reading profiles. First, the reading comprehension of individuals with DS is predicted by both their word reading and their listening comprehension [14], confirming the validity of the simple view framework for understanding their reading outcomes. Second, individuals with DS typically present a "poor comprehender" profile: their listening comprehension is usually poorer than their word reading, such that the former makes a stronger contribution to their reading comprehension performance compared with typically developing readers [11,[15][16][17].…”

Section: Introductionsupporting

confidence: 53%

Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?

2021

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Reading for meaning is one of the most important activities in school and everyday life. The simple view of reading (SVR) has been used as a framework for studies of reading comprehension in individuals with Down syndrome (DS). These tend to show difficulties in reading comprehension despite better developed reading accuracy. Reading comprehension difficulties are influenced by poor oral language. These difficulties are common in individuals with DS and autism spectrum disorder (ASD), but they have never been compared directly. Moreover, the components of reading for comprehension have rarely been investigated in these populations: a better understanding of the nature of reading comprehension difficulties may inform both theory and practice. The aim of this study was to determine whether reading comprehension in the two populations is accounted for by the same component skills and to what extent the reading profile of the two atypical groups differs from that of typically developing children (TD). Fifteen individuals with DS (mean age = 22 years 4 months, SD = 5 years 2 months), 21 with ASD (mean age = 13 years 2 months, SD = 1 year 6 months), and 42 TD children (mean age = 8 years 1 month, SD = 7 months) participated and were assessed on measures of receptive vocabulary, text reading and listening comprehension, oral language comprehension, and reading accuracy. The results showed similar levels in word reading accuracy and in receptive vocabulary in all three groups. By contrast, individuals with DS and ASD showed poorer non-word reading and reading accuracy in context than TD children. Both atypical groups showed poorer listening and reading text comprehension compared to TD children. Reading for comprehension, investigated through a homograph reading accuracy task, showed a different pattern for individuals with DS with respect to the other two groups: they were less sensitive to meaning while reading. According to the SVR, the current results confirm that the two atypical groups have similar profiles that overlap with that of poor comprehenders in which poor oral language comprehension constrains reading for comprehension.

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Section: Introductionsupporting

confidence: 53%

Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?

2021

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“…Reading comprehension generally is assessed either by a series of questions asked by an assessor after the participant reads a passage or by a cloze task, in which participants are given a series of phrases with words removed and asked to fill in the correct words (Nag, ). Less commonly, sentence‐based tasks have been used (Laws, Brown, & Main, ; Leider, Proctor, Silverman, & Harring, ; Leikin & Assayag Bouskila, ). A rich body of literature examines the measurement of reading comprehension, largely in the United States and other high‐income countries.…”

Section: Background and Contextmentioning

confidence: 99%

Examining options for reading comprehension assessment in international contexts

Zuilkowski

Piper²,

Kwayumba³

et al. 2019

Journal Research in Reading

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Background: Governments in low-income countries and donors have invested the equivalent of hundreds of millions of dollars in enhancing reading outcomes. Although reliable measures exist to assess emergent literacy skills in international contexts, there is little consensus on the assessment of reading comprehension. Methods: Using data from 5,389 Kenyan children attending low-cost private schools, we compared the reading comprehension measure from the Early Grade Reading Assessment to two alternatives. We examined relationships among children's outcome scores and the degree to which children's scores on the three measures drew on the same skills. Results: Scores on the three assessments were strongly correlated, and the assessments appeared to draw on the same abilities. The patterns observed in the exploratory factor analyses held for subgroups, including fluent and nonfluent readers and across testing languages. Conclusion: The alternatives did not provide more information on reading comprehension, and we therefore recommend continued use of the Early Grade Reading Assessment standard measure. Highlights What is already known about this topic• Large-scale reading interventions in developing countries have focused on foundational skills, such as decoding.

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“…People with DS have a better development of sign language for word comprehension, with a great ability to read by visual analogy, which facilitates the knowledge of the lexical elements [32]. The vocabulary and its continuous stimulation is a good predictor of reading skills [33,34], allowing to reach a degree of reading of secondary discrimination.…”

Section: Reading Skills Of Down Syndrome Students and Gestural Interfmentioning

confidence: 99%

Gestural Interaction and Reading Skills: A Case of Study with People with Down Syndrome

Torres-Carrión¹,

González-González²,

Bravo³

et al. 2019

Preprint

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People with Down syndrome present cognitive difficulties that affect their reading skills. In this study we present results about the use of gestural interaction with Kinect sensor to improve the reading skills of students with Down syndrome. Following a case of study method for small samples with disabilities, measuring different variables related to reading skills in an experimental group and in a control group. We found improvements in the visual association, visual comprehension, sequential memory, and visual integration after this stimulation in the experimental group compared to the control group. Also, we found that the number of error and delay time of interaction decrease between sessions in the experimental group. learning (typical pre-school and school age) can be used with students with DS too (i.e. PBSkids 1 reading) or to working memory training (i.e. Cogmed 2 ).There are several specialties related with the reading teaching, such as the speech therapy, with continuous contributions of psycholinguistics [9]. Following Zubiría's theory [10], there are six levels of readings: phonetics, primary, secondary and tertiary decoding, categorical and "metatextual", leaving the first four levels as elementary and the last two as higher level. In our case, based on this theory, we have focus on secondary decoding, because it is the common level of reading in the DS population.Reading comprehension as a cognitive process gives meaning to the relevant ideas of a text and its relation to prior knowledge, in which working memory's executive processes play a crucial role. The process of memory assessment is given through brief stimuli called 'memory reconsolidation'. Relationship between response time (velocity) and a number of identified items aiming to expose how information is maintained in short term memory and why this memory has limited capacity [11]. The memory reconsolidation allows the reactivation and modification of memories by stimuli [12]. Its strength being inversely proportional to the age of memory [13]. Taking into account this context, in this study the variables time and cognitive errors were selected as a methodological basis to measure the variation of learning between periodic lessons.About the assessment, it allows teachers and educational system to undertake the best methodological and didactic strategies [14,15,16]. In students with DS, the assessment does not vary from the rest of the students in terms of measuring their achievement, measuring variables such as response time, successes and errors. However, it is important to consider the student's degree of error [17,18], or the continuous feedback to the process, motivating the effort of the student, not only the achievement [15]. In this work, the assessment process has been designed and supported by technical designers and teachers taking special characteristics of DS students. One of the most important dimensions in the assessment of teaching-learning process is probably the academic performance [19]. Academic performance can be assess...

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Reading comprehension in children with Down syndrome

Cited by 21 publications

References 61 publications

Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?

Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?

Examining options for reading comprehension assessment in international contexts

Gestural Interaction and Reading Skills: A Case of Study with People with Down Syndrome

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