Effects of targeted reading instruction on phonological awareness and phonic decoding in children with Down syndrome

Kathy Cologon*, Linda Cupples, Shirley Wyver

*Corresponding author for this work

Research output: Contribution to journalArticle

25 Citations (Scopus)

Abstract

This research evaluated the effectiveness of reading instruction targeting oral reading and phonological awareness for children with Down syndrome (affecting chromosome 21). The participants were 7 children ranging in age from 2 years, 11 months to 10 years, 8 months. Each child acted as his/her own control, with assessments of language, cognition, phonological awareness, word and short-passage comprehension, and oral reading ability conducted on four occasions (initially, preintervention, postintervention and delayed postintervention) over approximately a 12-month period. The intervention was conducted over 10 weekly sessions and involved individual instruction. The postintervention assessment results provided evidence that phonic reading instruction was generally effective in improving reading skills and phonological awareness of children with Down syndrome.

Original languageEnglish
Pages (from-to)111-129
Number of pages19
JournalAmerican Journal on Intellectual and Developmental Disabilities
Volume116
Issue number2
DOIs
Publication statusPublished - Mar 2011

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