Reading Skills in Down Syndrome: An Examination of Orthographic Knowledge

Loveall, Susan J.; Conners, Frances A.

doi:10.1352/1944-7558-121.2.95

Cited by 7 publications

(5 citation statements)

References 135 publications

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“…Six of these studies [47,48,49,50,51,53] found an impairment in non-word reading compared to reading level-matched controls but four [44,45,46,52] did not. Only a few studies selected groups based on measures other than word reading.…”

Section: Resultsmentioning

confidence: 99%

Reading Deficits in Intellectual Disability Are still an Open Question: A Narrative Review

et al. 2018

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Background. In children with intellectual disability (ID), the acquisition of reading skills constitutes a basic step towards the possibility of independent living, social inclusion and participation. Methods. We carried out a narrative review of the literature on reading fluency and accuracy of individuals with ID resulting from different genetic syndromes (Fragile X, Williams, Velocardiofacial, Prader-Willi, and Down syndrome). Our aim was to define their reading profiles in light of the dual-route reading model. For this purpose, studies that examined both word and non-word reading in children with ID were included in the analysis. Results. Seventeen studies emerged based on the selection criteria. The results were different depending on the control group used. A deficit in reading non-words emerged in studies that used the reading-level match design but not when standardized scores were used, when controls were age-matched or when a mental age matching was used. Thus, a deficit in reading non-words emerged only in studies that used the reading-level match design. However, severe methodological criticisms were recently raised about the use of this matching design. Conclusions. In view of the methodological problems in using grade equivalents, it is premature to draw definite conclusions about the reading profile of children with ID resulting from different genetic syndromes. In any case, the reviewed evidence provides little support for the idea that children with ID have selective difficulty in phonological reading. Thus, the reading profile of children with ID remains an open question that needs to be investigated by means of methodologically sound research.

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Section: Resultsmentioning

confidence: 99%

Reading Deficits in Intellectual Disability Are still an Open Question: A Narrative Review

et al. 2018

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“…Más específicamente, con la enseñanza de la lectura temprana se pretende que el niño con SD practique lo antes posible de un tipo de metodología motivante que por un lado aproveche los puntos fuertes a nivel cognitivo del SD ya que sus logros suelen ser mejores de lo esperado dadas sus dificultades de aprendizaje (bajo CI), retraso en el habla, lenguaje, memoria de trabajo y capacidades motrices (Robles, 2010). Loveall & Conners (2016) relacionan esta fortaleza en la identificación de palabras en niños con SD con el desarrollo en el conocimiento ortográfico específico a las palabras diferenciándolo. Para esos autores, el énfasis en este conocimiento ortográfico específico a la palabra puede ser el producto de programas de enseñanza de la lectura centrados en el reconocimiento de la palabra total y/o de la estrategia adoptada por los niños con SD ante sus dificultades con la recodificación fonológica.…”

Section: Discussionunclassified

Perfil Cognitivo y Psicolinguístico y su Relación con la Lectoescritura en un Preescolar con Síndrome de Down

Robles‐Bello¹,

Naranjo²,

Cano³

et al. 2018

REV IBEROAM DIAGN EV

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Teruel 4 ResumenEl Síndrome de Down (SD) va a provocar que se manifiesten alteraciones en el desarrollo cognitivo que pueden afectar al proceso de adquisición y desarrollo de la lectoescritura. En el presente estudio se ha caracterizado el perfil cognitivo/psicolingüístico y el nivel de lectoescritura de un niño de 5 años con SD en comparación con un niño de desarrollo típico (DT). Además, se ha llevado a cabo un Programa de Lectoescritura con el niño SD. La hipótesis se basa en que las diferencias cognitivas presentes en SD con respecto al DT van a interferir en el desarrollo de la lectoescritura. Sin embargo, estas diferencias en lectoescritura pueden verse disminuidas por la participación en un programa de atención temprana (AT). Los resultados muestran cómo existe una diferencia a nivel cognitivo/lingüístico entre ambos participantes, sin embargo, estas diferencias son menores en el nivel de lectura y escritura alcanzado tras un programa de AT.Palabras clave: Síndrome de Down, estudio de caso, atención temprana, perfil cognitivo, lectoescritura AbstractDown Syndrome (DS) will cause alterations in cognitive development. Thus, it is necessary to consider how reading and writing development there are individual determinants which can affect this process. This study assessed the cognitive and psycholinguistic profile and writing and reading level of a 5 year old child with DS compared with a typically developing child. The aims of the present study is know some cognitive differences present in the intellectual disability compared to typical development which could interfere with reading and writing development. However, these differences in reading and writing may be lower, among other things, with specific early intervention focused on reading and writing in children with DS. The findings evidence a difference in cognitive and language profile between participants, however, these differences are lower in reading and writing level after early intervention.

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“…Both are norm‐referenced, standardised assessments with adequate reliability and validity that have previously been used successfully with participants with ID (e.g. Loveall and Conners, 2016).…”

Section: Methodsmentioning

confidence: 99%

Interpretation of ambiguous pronouns in adults with intellectual disabilities

Hawthorne

Loveall

2020

J intellect Disabil Res

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BackgroundPronouns are referentially ambiguous (e.g. she could refer to any female), yet they are common in everyday conversations. Individuals with typical development (TD) employ several strategies to avoid pronoun interpretation errors, including the subject bias – an assumption that a pronoun typically refers to the subject (or, with the closely related order‐of‐mention bias, the first‐mentioned character) of the previous sentence. However, it is unknown if adults with intellectual disability (ID) share this strategy or the extent to which the subject bias is associated with non‐verbal abilities or receptive vocabulary.MethodsWe tested 22 adults with mixed‐aetiology ID on their interpretation of ambiguous pronouns using the visual world eye‐tracking paradigm and by asking a follow‐up pronoun interpretation question. A group of TD adults was also tested to establish the strength of the subject bias with our materials and task.ResultsAdults with ID did demonstrate the subject bias, but it was significantly less robust than that seen in TD. For participants with ID, the subject bias was influenced by non‐verbal IQ and receptive vocabulary at different stages of processing.ConclusionsGiven the frequency of pronouns in conversation, strengthening the subject bias may help alleviate discourse and reading comprehension challenges for individuals with ID, particularly those with lower non‐verbal and/or vocabulary skills.

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Reading Skills in Down Syndrome: An Examination of Orthographic Knowledge

Cited by 7 publications

References 135 publications

Reading Deficits in Intellectual Disability Are still an Open Question: A Narrative Review

Reading Deficits in Intellectual Disability Are still an Open Question: A Narrative Review

Perfil Cognitivo y Psicolinguístico y su Relación con la Lectoescritura en un Preescolar con Síndrome de Down

Interpretation of ambiguous pronouns in adults with intellectual disabilities

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