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Teaching prereading skills to disabled children

¹Department of Education, University of Karlstad, Sweden.

Journal of Intellectual Disability Research : JIDR

|August 1, 1993

Summary

Early language intervention significantly improves reading skills in children with Down syndrome. The program enhances foundational abilities, leading to measurable progress in literacy for this population.

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Area of Science:

Developmental Psychology
Special Education
Linguistics

Background:

Less than 10% of children aged 7-10 with Down syndrome can read simple texts.
Children with Down syndrome often face challenges in language development and literacy acquisition.

Purpose of the Study:

To evaluate the impact of an early language intervention program on reading abilities in children with Down syndrome.
To identify key components of the intervention that contribute to reading progress.

Main Methods:

The intervention program focused on general language development, auditory and visual perception, and fine-motor skills.
Systematic stimulation of prereading skills including phonological awareness, categorization, visual discrimination, reading directionality, and grapheme-phoneme correspondence.

Main Results:

Children with Down syndrome participating in the program demonstrated clear progress in reading ability.
The intervention successfully targeted foundational skills crucial for early literacy.

Conclusions:

Early language intervention is effective in improving reading skills for children with Down syndrome.
A structured approach focusing on comprehensive language and prereading skills can enhance literacy outcomes.

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