What's It All about? Investigating Reading Comprehension Strategies in Young Adults with Down Syndrome

Autor/inn/en	Morgan, Michelle; Moni, Karen; Jobling, Anne
Titel	What's It All about? Investigating Reading Comprehension Strategies in Young Adults with Down Syndrome
Quelle	In: Down Syndrome Research and Practice, 9 (2004) 2, S.37-44 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7912
DOI	10.3104/reports.290
Schlagwörter	Reading Comprehension; Action Research; Learning Strategies; Down Syndrome; Young Adults; Reading Strategies; Foreign Countries; Program Effectiveness; Late Adolescents; Intervention; Prior Learning; Prediction; Recall (Psychology); Australia + Suchen Sie Ihr Suchwort? Leseverstehen; Projektforschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Young adult; Junger Erwachsener; Reading strategy; Leselernstufe; Lesetechnik; Ausland; Halbstarker; Vorkenntnisse; Vorhersage; Abberufung; Australien
Abstract	The purpose of reading is for the reader to construct meaning from the text. For many young adults with Down syndrome, knowing what the text is all about is difficult, and so for them the activity of reading becomes simply the practice of word calling. It is suggested in the literature that for those individuals with Down syndrome, learning can continue into adolescence and that this may be the optimal time for learning to occur. However, a review of the literature revealed limited empirical research specifically relating to the reading comprehension of young adults with Down syndrome. Recent findings from Latch-OnTM(Literacy And Technology Hands On), a research-based literacy and technology program for young adults with Down syndrome at the University of Queensland, revealed that comprehension remained the significant area of difficulty and showed least improvement (Moni & Jobling, 2001). It was suggested by Moni and Jobling (2001) that explicit instruction in comprehension using a variety of strategies and meaningful, relevant texts was required to improve the ability of young adults with Down syndrome to construct meaning from written texts. This paper is based on an action research project that was developed within the Latch-OnTM program. The project utilised a modification of Elliot's (1991) action research model and was conducted to investigate specific teaching and learning strategies that would enhance the reading comprehension of young adults with Down syndrome. The participants were 6 young adults with Down syndrome ranging in age from 18 to 25 years. As the data from this project are still being analysed, preliminary findings of one participant are presented as a case study. The preliminary findings appear to indicate that the program of specific teaching and learning reading comprehension strategies used in this project was beneficial in the participant's reading comprehension. (Contains 4 tables, 1 figure and 1 footnote.) (As Provided).
Anmerkungen	Down Syndrome Education International. The Sarah Duffen Centre, Belmont Street, Southsea, Hampshire, PO5 1NA, UK. Tel: +44-023-9285-5330; Fax: +44-023-9285-5320; e-mail: enquiries@downsed.org; Website: http://www.downsed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10