Learning to read at an early age: Case study of a Dutch boy

Graaf, Erik de

doi:10.3104/case-studies.18

Cited by 6 publications

(4 citation statements)

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“…In short, the performance of the conventionally trained group seems to support the affirmations from many authors proposing that children with DS have special difficulties to acquire logical-mathematical concepts (Graaf 1997;Gijón 2000). However, the results of the multimedia-trained group suggest that the reason that people with DS present problems in retaining mathematical concepts is not due to impossibility per se, but a methodology not adjusted to their characteristics and necessities.…”

Section: Discussionsupporting

confidence: 70%

“…The main goal of this study was to determine whether or not computer-assisted teaching facilitates the learning process of basic mathematical abilities in children with DS, as compared with a penciland-paper-based teaching method. If this is the case, it would call into question the widely accepted idea about their special difficulties in mathematics (Carr 1988;Byrne et al 1995;Graaf 1997;Gijón 2000).…”

Section: Present Studymentioning

confidence: 99%

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Computer‐assisted teaching and mathematical learning in Down Syndrome children

Tudela

Gómez‐Ariza

2006

Computer Assisted Learning

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The present study aims to explore the extent to which computer-assisted teaching facilitates the learning of basic mathematical concepts and skills in children with Down Syndrome (DS). Thus, the effectiveness of a multimedia teaching method is compared with a traditional one in the teaching of counting and cardinality abilities and concepts. In our study, two groups of DS children were trained. One of them was taught by using mathematical multimedia software whereas the other learned by means of pencil-paper-based tasks on the same material as the multimedia group. The children of both groups were evaluated before and after training sessions. The multimedia group showed a higher performance than the paper and pencil assisted teaching group on a variety of tasks and measures, suggesting a clear relation between teaching method and mathematical learning in DS children. These findings are discussed in terms of their theoretical as well as applied relevance.

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Section: Discussionsupporting

confidence: 70%

Section: Present Studymentioning

confidence: 99%

Computer‐assisted teaching and mathematical learning in Down Syndrome children

Tudela

Gómez‐Ariza

2006

Computer Assisted Learning

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“…Some case studies suggest that teaching young children with Down syndrome to read promotes oral language development, particularly in the production of words or sentences which are first introduced in their written form (de Graaf, 1993 ;Duffen, 1976). In a longitudinal study with a group of fourteen children with Down syndrome, Laws, Buckley, Bird, MacDonald and Broadley (1995) found that those who could read made more progress on oral language measures than those who could not read.…”

Section: Introductionmentioning

confidence: 99%

The benefit of orthographic support for oral vocabulary learning in children with Down syndrome

2012

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Copyright - Cambridge University PressChildren with Down syndrome typically have weaknesses in oral language, but it has been suggested that this domain may benefit from learning to read. Amongst oral language skills, vocabulary is a relative strength, although there is some evidence of difficulties in learning the phonological form of spoken words. This study investigated the effect of orthographic support on spoken word learning with seventeen children with Down syndrome aged seven to sixteen years and twenty-seven typically developing children aged five to seven years matched for reading ability. Ten spoken nonwords were paired with novel pictures; for half the nonwords the written form was also present. The spoken word learning of both groups did not differ and benefited to the same extent from the presence of the written word. This suggests that compared to reading-matched typically developing children, children with Down syndrome are not specifically impaired in phonological learning and benefit equally from orthographic support. Copyright ?? 2012 Cambridge University Press

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“…A more positive picture is beginning to emerge, however, as attention is drawn to increasing numbers of children and adults with Down syndrome who are successful at and enjoy mathematical activities (e.g. Caycho, Gunn, & Seigal, 1991;de Graaf & de Graaf-Posthumus, 1997;Monari-Martinez, 1998, 1999.…”

Section: Introductionmentioning

confidence: 99%

Counting and cardinal understanding in children with Down syndrome and typically developing children

Nye¹,

Fluck²,

Buckley³

2001

Downs Syndr. Res. Pract.

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-This study compares the procedural counting ability (independently and with parental support) and conceptual understanding of cardinality of a group of children with Down syndrome and a group of typically developing children, matched for non-verbal mental age. Participants were 23 children with Down syndrome (chronological age range: 3.5 -7 years; mental age range: 2.5 -4 years) and 20 typically developing children (chronological age range: 2 -4 years; mental age range: 2.5 -4 years), and their main caregiver. The children were asked to count sets of toys (assessing procedural counting skills) and to give sets of toys (assessing understanding of cardinality), with set sizes between 2 and 18 items. The counting task was performed in two conditions, with and without parental support. The children were also asked to say the count word sequence aloud, to assess sequence production independent from object counting. The typically developing children produced signifi cantly more number words altogether, longer standard number sequences and could count larger sets than the children with Down syndrome. Support from an adult improved performance on the count task signifi cantly for both groups of children, and there was no signifi cant difference between the groups in the degree of improvement, i.e. the zone of proximal development. No signifi cant differences were found between the frequency of children (approximately one third) in each group who used counting to solve the give task, indicating an understanding of cardinality.

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Learning to read at an early age: Case study of a Dutch boy

Cited by 6 publications

References 0 publications

Computer‐assisted teaching and mathematical learning in Down Syndrome children

Computer‐assisted teaching and mathematical learning in Down Syndrome children

The benefit of orthographic support for oral vocabulary learning in children with Down syndrome

Counting and cardinal understanding in children with Down syndrome and typically developing children

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