The basis of reading skill in young adults with Down Syndrome.
| Number | 1214 |
|---|---|
| Year | 1995 |
| Drawer | 23 |
| Entry Date | 08/28/2001 |
| Authors | Fowler, A.E., Doherty, B.J., & Boynton, L. |
| Contact | |
| Publication | In Nadel, L & Rosenthal, D. (eds.): Down Syndrome : Living and Learning in the Community., pp. 182-196. New York: John Wiley & Sons. |
| url | http://www.haskins.yale.edu/Reprints/HL1214.pdf |
| Abstract | [Introduction] Not long ago, reading skill was a rare and celebrated achievement among persons with Down syndrome. The diary by Nigel Hunt (Hunt, 1966) was an exception to the more general rule that children with Down Syndrome do not learn to read and write, and therefore should not be taught. For the past 20 years, however, there have been dramatic changes in the lives of people with Down Syndrome that could make and important difference in reading outcome. There is better medical treatment, earlier and more professional language intervention, and greater access to systematic reading instruction in and out of school. Perhaps most importantly, the expectations of parents, teachers, society, and the young people themselves have changed dramatically. Consistent with these changes, it is now estimated that a substantial proportion (40%) of adolescents with Down syndrome acquire at least some reading skill; and there is a small but growing pool of documented success stories (see Buckley, 1985, for an extensive review). In the study presented here, we seek first to document the incidence of reading under these more nearly optimal conditions. We then go on to explore just what factors contribute to reading success. In particular, we investigate the claim that successful readers with Down syndrome somehow bypass the usual, phonological, route to reading. |
| Notes |
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