Journal article
Reading Instruction for Children with down Syndrome: Extending Research on Behavioral Phenotype Aligned Interventions
Exceptionality : the official journal of the Division for Research of the Council for Exceptional Children, Vol.30(2), pp.92-108
03/15/2022
DOI: 10.1080/09362835.2020.1749631
Abstract
Research focused on identifying effective interventions for individuals with Down syndrome is increasingly informed by the behavioral phenotype - a profile of performance associated with a genetic abnormality. Recent studies substantiate the efficacy of phenotypically aligned instruction in improving basic reading skills for children with Down syndrome. However, research does not yet relate the reading intervention with improvements in curriculum-based measures, including the reading of connected text. The aim of this study was to examine the effect of phenotypically aligned reading instruction on the acquisition of advanced graphemes (e.g., digraphs) for children with Down syndrome. Four children received reading instruction in their typical education environment. Although findings from proximal measures provide support for the intervention, performance on curriculum-based measures was mixed. Future research should continue to probe the impact of the intervention on a diverse range of skills.
Details
- Title: Subtitle
- Reading Instruction for Children with down Syndrome: Extending Research on Behavioral Phenotype Aligned Interventions
- Creators
- Seth A. King - University of IowaChristopher J. Lemons - PeabodyKimberly A. Davidson - University of North GeorgiaDeborah Fulmer - University of PittsburghAlicia A. Mrachko - Bowling Green State University
- Resource Type
- Journal article
- Publication Details
- Exceptionality : the official journal of the Division for Research of the Council for Exceptional Children, Vol.30(2), pp.92-108
- Publisher
- Taylor & Francis
- DOI
- 10.1080/09362835.2020.1749631
- ISSN
- 0936-2835
- eISSN
- 1532-7035
- Number of pages
- 17
- Grant note
- R324A110162 / Institute of Education Sciences, U.S. Department of Education; US Department of Education
- Language
- English
- Date published
- 03/15/2022
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371285502771
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