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An early literacy program for young children with Down syndrome: Changes observed over one year |
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Leah McKeil - The University of British Columbia
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Paola Colozzo - The University of British Columbia
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Jill Petersen - The Down Syndrome Research Foundation
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Amanda Szabo - The Down Syndrome Research Foundation
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| SRCLD Year: |
2015 |
| Presentation Type: |
Poster Presentation |
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| Presentation Time: |
(na) |
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Fifteen students with Down syndrome (DS) aged 3 to 7 years (M age 4;11 pre-intervention) participated in a 45-week early literacy program using a hybrid approach of whole-word and phoneme-based strategies. Weekly individual sessions with a certified teacher were augmented by additional regular homework.
Measures of letter name identification, letter sound identification, and sight word reading all showed statistically significant changes for the group. These three pre-intervention measures were also positively and significantly correlated with number of sight words read post-intervention, whereas age was not. There was also a clear difference regarding how many sight words students were able to read post-intervention depending on whether or not they used abstract symbols to communicate pre-intervention.
This study provides support for hybrid approaches to early literacy intervention with preschoolers with DS with varying levels of language development. It also highlights the building blocks to consider in literacy instruction.
The Early Foundations Reading Program was implemented by the Down Syndrome Research Foundation with funding provided by a grant from the Variety Children’s Charity. |
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