Reading and Writing Strategies
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Why is reading and writing difficult for learners with Down syndrome?
Research shows that although learners with Down syndrome acquire certain level of reading ability (e.g., most are able to recognize sight words relatively well), many display difficulty in high-level cognitive processes, such as decoding words and comprehension. Frequently, their verbal memory is also reported to be short-term based, thus leading to their constant needs of support on reading and subsequently writing as well.
Research shows that although learners with Down syndrome acquire certain level of reading ability (e.g., most are able to recognize sight words relatively well), many display difficulty in high-level cognitive processes, such as decoding words and comprehension. Frequently, their verbal memory is also reported to be short-term based, thus leading to their constant needs of support on reading and subsequently writing as well.
There are areas where learners with Down syndrome can improve in reading and writing:
- Decoding - also known as "word identification", the ability of translating written symbols into sounds of language. For example, when given a phonetically regular and high frequency words, such as "dog", a learner with Down syndrome is able to pronounce the word.
- Phoneme
Blending - the ability of recognizing a word when given sounds in isolation. For example, when hearing c-a-t slowly, a learner with Down syndrome can say the word quickly with letters blended together.
- Comprehension - the ability of understanding the meaning of a sentence. Contextual facilitation is proven to be helpful for learners with Down syndrome.
- Grammar - linguistic rules that provide a structure for words, phrases and clauses in a language. Learners with Down syndrome are found capable of improving in syntex, morphology and semantics.
- Writing Rate - the speed of writing. Learners with Down syndrome can increase their writing rate by symbol-supported writing software.
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Fundamental Principles of Teaching Reading to Learners with Down syndrome:
1) Reduce task size
2) Increase the frequency of exposure
3) Increase time-duration
4) Use visual aids or technology
1) Reduce task size
2) Increase the frequency of exposure
3) Increase time-duration
4) Use visual aids or technology
Strategies a Teacher Can Use to Improve Phoneme Blending
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Created by Irene Cui
References
Baylis, P., & Snowling, M. J. (2012). Evaluation of a phonological reading programme for children with down syndrome. Child Language Teaching and Therapy, 28(1), 39-56.
Burgoyne, K., Duff, F., Snowling, M., Buckley, S., & Hulme, C. (2013). Training phoneme blending skills in children with down syndrome. Child Language Teaching and Therapy, 29(3), 273-290.
Chiara Levorato, M., Roch, M., & Beltrame, R. (2009). Text comprehension in down syndrome: The role of lower and higher level abilities. Clinical Linguistics & Phonetics, 23(4), 285-300.
Down Syndrome Education Online. (n.d.). Retrieved from http://www.dseinternational.org/en-us/
Downs Side Up. (n.d.). Retrieved from http://www.downssideup.com/p/activities-to-try-with-your-little-one.html
Goetz, K., Hulme, C., Brigstocke, S., Carroll, J. M., Nasir, L., & Snowling, M. (2008). Training reading and phoneme awareness skills in children with down syndrome. Reading and Writing, 21(4), 395-412.
Gombert, J. (2002). Children with down syndrome use phonological knowledge in reading. Reading and Writing, 15(5), 455-469.
Lecas, J., Mazaud, A., Reibel, E., & Rey, A. (2011). Using visual strategies to support verbal comprehension in an adolescent with down syndrome. Child Language Teaching and Therapy, 27(1), 84-96.
Lemons, C. J., & Fuchs, D. (2010). Phonological awareness of children with down syndrome: Its role in learning to read and the effectiveness of related interventions. Research in Developmental Disabilities, 31(2), 316-330.
Lemons, C. J., Mrachko, A. A., Kostewicz, D. E., & Paterra, M. F. (2012). Effectiveness of decoding and phonological awareness interventions for children with down syndrome. Exceptional Children, 79(1), 67-90.
Prest, J. M., Mirenda, P., & Mercier, D. (2010). Using symbol-supported writing software with students with down syndrome: An exploratory study. Journal of Special Education Technology, 25(2), 1.
Roch, M., & Levorato, M. C. (2009). Simple view of reading in down's syndrome: The role of listening comprehension and reading skills. International Journal of Language & Communication Disorders, 44(2), 206-223.
Roch, M., Florit, E., & Levorato, C. (2011; 2010). Follow-up study on reading comprehension in down's syndrome: The role of reading skills and listening comprehension. International Journal of Language & Communication Disorders / Royal College of Speech & Language Therapists, 46(2), 231.
Westby, C. (2014). Teaching phoneme blending to child with down syndrome. Word of Mouth, 25(5), 5-7.
Baylis, P., & Snowling, M. J. (2012). Evaluation of a phonological reading programme for children with down syndrome. Child Language Teaching and Therapy, 28(1), 39-56.
Burgoyne, K., Duff, F., Snowling, M., Buckley, S., & Hulme, C. (2013). Training phoneme blending skills in children with down syndrome. Child Language Teaching and Therapy, 29(3), 273-290.
Chiara Levorato, M., Roch, M., & Beltrame, R. (2009). Text comprehension in down syndrome: The role of lower and higher level abilities. Clinical Linguistics & Phonetics, 23(4), 285-300.
Down Syndrome Education Online. (n.d.). Retrieved from http://www.dseinternational.org/en-us/
Downs Side Up. (n.d.). Retrieved from http://www.downssideup.com/p/activities-to-try-with-your-little-one.html
Goetz, K., Hulme, C., Brigstocke, S., Carroll, J. M., Nasir, L., & Snowling, M. (2008). Training reading and phoneme awareness skills in children with down syndrome. Reading and Writing, 21(4), 395-412.
Gombert, J. (2002). Children with down syndrome use phonological knowledge in reading. Reading and Writing, 15(5), 455-469.
Lecas, J., Mazaud, A., Reibel, E., & Rey, A. (2011). Using visual strategies to support verbal comprehension in an adolescent with down syndrome. Child Language Teaching and Therapy, 27(1), 84-96.
Lemons, C. J., & Fuchs, D. (2010). Phonological awareness of children with down syndrome: Its role in learning to read and the effectiveness of related interventions. Research in Developmental Disabilities, 31(2), 316-330.
Lemons, C. J., Mrachko, A. A., Kostewicz, D. E., & Paterra, M. F. (2012). Effectiveness of decoding and phonological awareness interventions for children with down syndrome. Exceptional Children, 79(1), 67-90.
Prest, J. M., Mirenda, P., & Mercier, D. (2010). Using symbol-supported writing software with students with down syndrome: An exploratory study. Journal of Special Education Technology, 25(2), 1.
Roch, M., & Levorato, M. C. (2009). Simple view of reading in down's syndrome: The role of listening comprehension and reading skills. International Journal of Language & Communication Disorders, 44(2), 206-223.
Roch, M., Florit, E., & Levorato, C. (2011; 2010). Follow-up study on reading comprehension in down's syndrome: The role of reading skills and listening comprehension. International Journal of Language & Communication Disorders / Royal College of Speech & Language Therapists, 46(2), 231.
Westby, C. (2014). Teaching phoneme blending to child with down syndrome. Word of Mouth, 25(5), 5-7.