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Autor/inn/enLemons, Christopher J.; King, Seth A.; Davidson, Kimberly A.; Puranik, Cynthia S.; Al Otaiba, Stephanie; Fulmer, Deborah; Mrachko, Alicia A.; Partanen, Jane; Fidler, Deborah J.
TitelDeveloping an Early Reading Intervention Aligned with the Down Syndrome Behavioral Phenotype
QuelleIn: Focus on Autism and Other Developmental Disabilities, 32 (2017) 3, S.176-187 (12 Seiten)
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ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1088-3576
DOI10.1177/1088357615618941
SchlagwörterEarly Intervention; Reading Programs; Down Syndrome; Phoneme Grapheme Correspondence; Decoding (Reading); Word Frequency; Phonological Awareness; Program Effectiveness; Young Children; Correlation; Phonics; Intelligence Tests; Reading Tests; Pretests Posttests; Reading Skills; Pennsylvania (Pittsburgh); Kaufman Brief Intelligence Test; Woodcock Reading Mastery Test
AbstractThe aim of this project was to develop an early reading intervention for children with Down syndrome based on the related behavioral phenotype. The intervention targeted learning of letter-sound correspondences, reading of decodable and high frequency words, and phonological awareness. We evaluated the feasibility and potential efficacy of the intervention with seven children between the ages of 6 and 8 years who participated in a series of multiple-probe across lessons single-case design studies. Results indicate a functional relation between the intervention and mastery of taught content for three students. Two students demonstrated positive although inconsistent response; two students demonstrated limited learning. Implications for future research and practice are discussed. (As Provided).
AnmerkungenSAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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