Linguistic variability in persons with Down syndrome: Research and Implications.
| Number | 1222 |
|---|---|
| Year | 1995 |
| Drawer | 23 |
| Entry Date | 08/28/2001 |
| Authors | Fowler, A.E. |
| Contact | |
| Publication | In Nabel, L. & Rosenthal, D. (eds.). Down Syndrome: Living and Learning in the Community. pp. 121-131. New York: John Wiley & Sons, Inc. |
| url | http://www.haskins.yale.edu/Reprints/HL1222.pdf |
| Abstract | [Introduction] In studies of persons with Down syndrome, as in classrooms and homes, two areas of cognitive function stands out as being of particular concern: the ability to hold verbal information in mind (verbal memory), and the acquisition and uses of syntactic and morphological aspects of language (linguistic structure). These often constitute relative weaknesses in contrast to relative strengths in social communication, receptive vocabulary, and visual-spatial function (e.g., Fowler, 1990; Miller, 1987, 1988). At the same time, however, there is tremendous variability within the syndrome with regard to language function. For example, although normally developing children produce their first words between 6 and 14 months, children with Down syndrome begin producing words anytime between 9 months and 7 years; normally developing children put words together into simple sentences somewhere between 14 and 32 months, whereas children with Down syndrome make their first two-word combinations somewhere between 18 months and 8 or even 11 years. These onset measures vary individually from within the normal range to delays that are nothing short of frustrating (Stray-Gunderson, 1986). This extreme variability is evident as well in ultimate language attainments: although language is often limited (e.g. Wisniewski et al., 1988), there are many highly fluent adults to provide exception to that generalization (e.g., Rondal, 1994). |
| Notes |
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