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Exploring The Effectiveness Of Phonics Based Instruction For Children With Down Syndrome
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Book Synopsis Exploring the Effectiveness of Phonics-based Instruction for Children with Down Syndrome by : Christopher Jay Lemons
Download or read book Exploring the Effectiveness of Phonics-based Instruction for Children with Down Syndrome written by Christopher Jay Lemons and published by . This book was released on 2008 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Reading and Language Intervention for Children with Down Syndrome - Teacher’s Handbook by : Kelly Burgoyne
Download or read book A Reading and Language Intervention for Children with Down Syndrome - Teacher’s Handbook written by Kelly Burgoyne and published by Down Syndrome Education International. This book was released on 2012-12-11 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Reading and Language Intervention for Children with Down Syndrome (RLI) teaches language and literacy skills following evidence-based principles adapted to meet the children’s specific learning needs. It is designed for pupils with Down syndrome aged 5 to 11 years. The intervention is suitable for beginning readers through to those with reading ages up to 8 years and for students with a wide range of language abilities. Teaching is adapted to meet individual needs through initial assessments of skills and regular monitoring of progress. Together with two accompanying DVDs illustrating teaching techniques and a CD of resources, the handbook offers teachers and teaching assistants the detailed guidance, assessment tools and example teaching materials needed to implement the intervention.
Book Synopsis A Spelling-based Phonics Approach to Word Instruction for Children with Down Syndrome by : Amy Renee Williams
Download or read book A Spelling-based Phonics Approach to Word Instruction for Children with Down Syndrome written by Amy Renee Williams and published by . This book was released on 2010 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reading and Writing for Individuals with Down Syndrome by : Sue Buckley
Download or read book Reading and Writing for Individuals with Down Syndrome written by Sue Buckley and published by DSE Enterprises. This book was released on 2001 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Phonics the R-Igh-t Way for Children and Adults with Down Syndrome by : Judy O'Halloran
Download or read book Phonics the R-Igh-t Way for Children and Adults with Down Syndrome written by Judy O'Halloran and published by . This book was released on 2023-07 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Are you the parent of an individual with Down syndrome who wants your child to read unfamiliar words independently? Are you a teacher who has "resorted to" sight words because phonics just didn't work? Are you someone who is curious about what researchers have to say about explicit phonics instruction for those with intellectual and developmental disabilities? Then this is the book for you! Here you will learn when sight words are meaningful and when they are not. You'll understand why "conventional" phonics can frustrate, confuse, and even fail our struggling readers. In their place, you will discover the authors' unique sequence of interactive instruction, designed especially for those with Down syndrome. Phonics the R-igh-t Way provides the beginning steps on your child's or student's path toward independent reading, greater academic accomplishments, and broader future opportunities. It's never too early. It's never too late.
Book Synopsis Reading and Writing Development for Children with Down Syndrome (11-16 Years) by : Gillian Bird
Download or read book Reading and Writing Development for Children with Down Syndrome (11-16 Years) written by Gillian Bird and published by DSE Enterprises. This book was released on 2002 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading skills are often a strength for teenagers with Down syndrome. Teenagers can often read at a higher level than would be predicted from their general cognitive and language abilities. Those who have not achieved reading success in their primary years may make significant progress during their teenage years. Reading and writing skills are important for everyday life and for access to the world of literature. They are also powerful tools for developing the speech and language of teenagers with Down syndrome and for mediating their cognitive development. Reading and writing can support communication, enable teenagers to achieve greater independence and enrich education and academic attainments across the curriculum. This module explains how language and literacy teaching can work together to promote the development of teenagers with Down syndrome. Guidance on teaching methods, expectations and examples of teenagers' work combine to show teachers and parents how to include teenagers in literacy learning programmes, with an understanding of particular issues related to speech, language and memory development.This module should be read in conjunction with Reading and writing for individuals with Down syndrome: An overview, DSii-07-01] as the overview provides important background information on how individuals learn to read, the adaptations that will help pupils with Down syndrome, and the benefits of being involved in reading instruction
Book Synopsis Teacher's Perceptions of Direct Instruction Phonics Programs for Students with a Reading-based Learning Disability by : Kristen Stern
Download or read book Teacher's Perceptions of Direct Instruction Phonics Programs for Students with a Reading-based Learning Disability written by Kristen Stern and published by . This book was released on with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to analyze teachers' perceptions of direct instruction phonics programs for student with a reading-based learning disability. The research study sought to determine teachers' perceptions regarding best practice in utilizing phonics to teach students with a reading-based disability. This study also explored variables that affect implementation of direct instruction phonics on students with a reading-based disability. Finally, this study sought to determine teachers' perceptions regarding their ability to effectively teach phonics to students with reading-based disabilities. The researcher explored the findings from the responses of thirty-eight elementary and middle school teachers in a southeastern Pennsylvania school district. The participants completed a researcher conducted online survey that included Likert-scale statements and open-ended responses. Interviews were completed with seven participants to gain additional perspectives of their perceptions. Results of the study affirmed that teachers believe phonics instruction is the most important component in teaching reading to children with reading -based learning disabilities. Findings also identified that time and training are large variable for the effectiveness of implementing a direct instruction phonics program. Lastly, data revealed that teachers feel confident in their ability to teach phonics but not until they gained experience in a classroom of their own.
Book Synopsis Reading and Writing Development for Infants with Down Syndrome (0-5 Years) by : Gillian Bird
Download or read book Reading and Writing Development for Infants with Down Syndrome (0-5 Years) written by Gillian Bird and published by DSE Enterprises. This book was released on 2001 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Reading to Children with Down Syndrome by : Patricia Logan Oelwein
Download or read book Teaching Reading to Children with Down Syndrome written by Patricia Logan Oelwein and published by . This book was released on 1995 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: American reading programme that ensures success by presenting lessons which are both imaginative and functional and which can be tailored to meet the needs of each student
Book Synopsis Reading and Writing Development for Children with Down Syndrome (5-11 Years) by : Gillian Bird
Download or read book Reading and Writing Development for Children with Down Syndrome (5-11 Years) written by Gillian Bird and published by DSE Enterprises. This book was released on 2001 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effectiveness of a Phonics-based Early Reading Package for Preschool Children who are Deaf Or Hard of Hearing by : Heather Spychala
Download or read book The Effectiveness of a Phonics-based Early Reading Package for Preschool Children who are Deaf Or Hard of Hearing written by Heather Spychala and published by . This book was released on 2011 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the effectiveness of Visual Phonics cues used with direct phonics instruction on increasing reading readiness, phonics, and phonological awareness skills of four preschool students who were deaf or hard of hearing ages 3-4. Group intervention was delivered through a daily lesson from the Reading Mastery I curriculum. Individual instruction was delivered through weekly lessons from the Early Reading Tutor. The study followed intervention across one and one-half years with assessment given pre, mid, and post intervention. The assessments used were the Test of Preschool Early Language (TOPEL) and the Phonological Awareness Literacy Screening (PALS). Participants' progress was also monitored through bi-weekly Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Initial Sound Fluency assessment. Results indicated that the early reading skills of children who received a combination of instruction consisting of Visual Phonics, Early Reading Tutor, and Reading Mastery I did improve.
Book Synopsis Off to a Good Start by : Kathleen M. Feeley
Download or read book Off to a Good Start written by Kathleen M. Feeley and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Reading to Children with Down Syndrome by : Patricia L. Oelwein
Download or read book Teaching Reading to Children with Down Syndrome written by Patricia L. Oelwein and published by . This book was released on 2009 with total page 371 pages. Available in PDF, EPUB and Kindle. Book excerpt: " ... Describes how children with Down syndrome learn, and how to capitalize on their strengths and compensate for their weaknesses. The balance describes a reading program which can be individualized and adapted as needed. The pages are filled with creative learning games that can be played at home or in school, and specific instructions for implementing them. The upbeat tone-targeted primarily to parents-generates lots of enthusiasm. The appendices include sight words, picture and flash cards, game forms and materials, books, and information about other reading approaches, programs, and materials. Many of the techniques should prove effective with children with other kinds of developmental delays."--Publisher.
Book Synopsis Cross-domain Therapy Effects in Children with Down Syndrome by : Emily Anne Whistler
Download or read book Cross-domain Therapy Effects in Children with Down Syndrome written by Emily Anne Whistler and published by . This book was released on 2014 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children with Down syndrome (DS) often demonstrate greater delays in speech and language development than their general developmental levels would predict. Research into the types of errors made by children with DS indicate their oral language systems resemble those of much younger, typically-developing children and children with language impairments. However, to date, very little research has been conducted investigating the most effective techniques to improve the oral language skills of school-age children with DS. To that end, the present study was a preliminary investigation of the effects of two instructional language techniques shown to be effective with typically developing children with phonological (speech sound) or grammatical impairments. The language instruction employed structural priming (Leonard et al., 2000, 2002) and was designed to teach children to ask fully formed questions or negated statements. Structural priming activities were embedded into children's storybooks. The phonological instruction consisted of a non-developmental linguistically-based approach focused on teaching English consonants that were excluded from children's phonological systems. Six children with Down syndrome between the ages of 5:0 and 7:11 (years: months) were recruited as participants. All children communicated verbally using primarily two- to three-word utterances prior to their participation in the study. Children were randomly assigned to one of two instructional conditions: (1) the morphosyntactic instructional condition; or (2) the phonological instructional condition. A multiple baseline design across behaviors was used to determine if the assigned instructional condition was related to changes in children's language skills and if instruction in one language domain was related to changes in the other domain. Four children received the morphosyntactic instructional condition. Two participants received instruction on Wh-questions while the other participants received instruction on negated statements. The remaining two participants were randomly assigned to the phonological instructional condition. Children participated in twice-weekly 30-minutes sessions over 8 weeks. Changes in language skills were monitored through the use of weekly morphosyntactic and phonological probes and tracking changes in daily instructional data. Results indicated both instructional conditions were effective in causing change in the targeted language skills. All four children who received the morphosyntactic instruction demonstrated gains in the targeted morphosyntactic skill as well as marked gains in phonological skill (i.e., cross-domain effects). For these participants, growth in oral language skill was apparent when comparing pre- and post-instructional performance on the Goldman-Fristoe Test of Articulation, Second Edition and the BE/DO probe from the Rice-Wexler Test of Early Grammatical Impairment. Children assigned to the phonological instructional condition demonstrated very large gains in productive phonological skill as a result of their participation in the study. However, little to no growth in morphosyntactic skill was observed on the weekly or standardized morphosyntax measures. These results indicate that cross-domain effects could be detected on phonology for children who received the morphosyntax instruction but no effects on morphosyntax were present for children who received the phonological instruction. The clinical implications of these findings are discussed.
Book Synopsis The Reciprocal Relationship Between Oral Language and Reading Skills in Children with Down Syndrome by : Silvana Elena Mengoni
Download or read book The Reciprocal Relationship Between Oral Language and Reading Skills in Children with Down Syndrome written by Silvana Elena Mengoni and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis explored the interaction between oral language and reading skills in children with Down syndrome. Study 1 looked at the longitudinal relationship between reading accuracy, reading comprehension and oral language across three time-points. Study 2 taught new spoken words with or without the orthographic form present and Study 3 examined the effect of phonological pre-training on orthographic learning. In all three studies, typically developing children matched for reading accuracy also participated. The effect of phonological and non-phonological oral language skills on reading accuracy was examined in Studies 1 and 3. In Study 1, phoneme awareness and vocabulary were evaluated as predictors of reading accuracy. Neither were longitudinal predictors in either group due to the strength of the autoregressor. However, vocabulary was a concurrent predictor for the children with Down syndrome. In Study 3, children with Down syndrome showed poorer orthographic learning than typically developing children. However when equated for decoding skill, the level of orthographic learning and the benefit from phonological pre-training were equivalent in the two groups. The proposed benefit of learning to read on oral language development was tested in Studies 1 and 2. In Study 1, reading accuracy had a moderate effect on vocabulary development for children with Down syndrome and typically developing children. In Study 2, children with Down syndrome and typically developing children showed similar levels of phonological learning, which was facilitated by orthographic support to the same extent. The relative contribution of reading accuracy and oral language to reading comprehension was evaluated in Study 1. Reading accuracy predicted concurrent reading comprehension for the children with Down syndrome and typically developing children, whereas oral language did not. However, only oral language was a longitudinal predictor in the children with Down syndrome. Theoretical and practical implications of the findings from all three studies are considered.
Book Synopsis Phonics and Spelling Intervention for Children with Intellectual Disabilities by : Bridget A. Leutzinger
Download or read book Phonics and Spelling Intervention for Children with Intellectual Disabilities written by Bridget A. Leutzinger and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study is a replication and adaptation of Lemons and colleagues (2018) by using an explicit, adapted version of the SPARK curriculum to assess its effectiveness on the literacy outcomes for students with Down Syndrome. The primary purpose was to determine the effectiveness of the explicit reading intervention package (independent variable) on letter-sound knowledge (dependent variable) in elementary students with DS. The secondary purpose was to evaluate whether the explicit spelling intervention of letter-sound correspondence generalized the spelling skills of whole taught and untaught words. Two students, ages 10 and 11, participated in a multiple probe across lessons single-case research design. Results indicated a functional relation of letter-sound knowledge for both students. Spelling results modestly increased their knowledge of taught and untaught words, but they did not increase their generalizing of untaught words. Students with DS should be provided with explicit instruction to improve their phonics-based and phonological awareness skills.
Book Synopsis Report of the National Reading Panel by : National Reading Panel (U.S.)
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
