Variables that Predict the Potential Efficacy of Early Intervention in Reading in Down Syndrome

Robles‐Bello, María Auxiliadora; Sánchez‐Teruel, David; Conde, José Antonio Camacho

doi:10.5093/psed2020a1

Cited by 11 publications

(27 citation statements)

References 29 publications

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“…Furthermore, the second author sent six newly published candidate studies to the first author. One of these papers [36] met the inclusion criteria. We also contacted 28 authors in the field with three or more relevant hits (1 October 2019).…”

Section: Search Strategy and Study Selectionmentioning

confidence: 99%

“…The selected studies included five RCTs [30,31,33,34,37] and four QEDs [20,32,35,36]. Two RCTs [34,37] and two of the QEDs [20,36] used a waiting-list control (data from only the first two time points are included in this review). The level of reported detail of the control conditions varied across studies.…”

Section: Designmentioning

confidence: 99%

“…Broadly, eight of the included studies reported that the control group received practice-as-usual (i.e., phonics-based, sight-word recognition or emergent skills instructions). One study reported that the intervention was applied only in the treated group [36].…”

Section: Designmentioning

confidence: 99%

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A Systematic Review and Meta-Analysis of Reading and Writing Interventions for Students with Disorders of Intellectual Development

et al. 2021

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Students with disorders of intellectual development (ID) experience challenges in reading and writing, indicating the need for research-based interventions. This systematic review and meta-analysis investigated the effects of reading and writing interventions for students aged 4–19 with disorders of ID using randomized controlled trials (RCTs) and quasi-experimental designs (QEDs). We conducted electronic searches of relevant databases, backward and forward searches, and contacted experts in the field. Based on predefined criteria, nine studies were included in the systematic review, and seven were included in the meta-analysis. The reading interventions included decoding strategies, often combined with sight-word and supplemental instructions appropriate to the participants’ adaptive and cognitive skills. None of the studies aimed to increase writing skills. The overall mean effect size from the reading interventions for trained reading was large (g = 0.95, 95% CI = [0.51, 1.38]), for transfer reading small-to-moderate (g = 0.49, 95% CI = [0.20, 0.78]) and for transfer writing small (g = 0.04, 95% CI = [−0.36, 0.44]). Students with disorders of ID can benefit from reading interventions combining decoding strategies and sight word reading. There is a need for RCT and QED studies investigating writing interventions for students with disorders of ID only.

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Section: Search Strategy and Study Selectionmentioning

confidence: 99%

Section: Designmentioning

confidence: 99%

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A Systematic Review and Meta-Analysis of Reading and Writing Interventions for Students with Disorders of Intellectual Development

et al. 2021

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“…2,6 Additionally, a recent study examined the predictor variables of the efficacy in reading skill acquisition in the early childhood of individuals with Down syndrome. 7 It suggested that rhythm (speech segmentation) and attention predict reading acquisition in early-age children. Although many studies reveal a wide variability of reading skills in Down syndrome and effectiveness of interventions for language development, these studies included only a few children with severe intellectual disabilities such as those with an intelligence quotient (IQ) below 40.…”

Section: Introductionmentioning

confidence: 99%

“…There is growing evidence that the use of phonological awareness also supports reading skill acquisition in people with Down syndrome 2,6 . Additionally, a recent study examined the predictor variables of the efficacy in reading skill acquisition in the early childhood of individuals with Down syndrome 7 . It suggested that rhythm (speech segmentation) and attention predict reading acquisition in early‐age children.…”

Section: Introductionmentioning

confidence: 99%

Enhanced learning to improve letter knowledge in children with Down syndrome and severe intellectual disability: A case report

Fujino

Imatome

2020

Clinical Case Reports

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Learn with Love Application to Support the Development of Reading Skills in People with Down Syndrome

Reyes

2024

Smart Innovation, Systems and Technologies

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Variables that Predict the Potential Efficacy of Early Intervention in Reading in Down Syndrome

Cited by 11 publications

References 29 publications

A Systematic Review and Meta-Analysis of Reading and Writing Interventions for Students with Disorders of Intellectual Development

A Systematic Review and Meta-Analysis of Reading and Writing Interventions for Students with Disorders of Intellectual Development

Enhanced learning to improve letter knowledge in children with Down syndrome and severe intellectual disability: A case report

Learn with Love Application to Support the Development of Reading Skills in People with Down Syndrome

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