Language and literacy development in children with Down syndrome (completed)

This study concerns the language and reading development of children with Down syndrome.

Language and verbal short-term memory skills in children with Down syndrome: A meta-analytic review

The meta-analysis includes journal articles in English, published before 7.4.2009 and identified through ERIC and PsycINFO. It concerns comparative studies of language skills in children with Down syndrome and typically developing children with similar nonverbal mental age. A total of 23 articles met the criteria for inclusion in the meta-analysis, but to increase the number of articles, further search will be performed. Preliminary results show no significant difference between the two groups in receptive vocabulary, but group differences in favour of the typically developing children have been identified in expressive vocabulary, grammar and auditory memory.

Næss, K.-A.B, Lyster, S.-A. H.,  Melby-Lervåg, M. & Hulme, C. Language and verbal Short –Term Memory skills in Children with Down Syndrome: A Meta-Analytic Review. Research in Developmental Disabilities, 32 (6), November-December 2011, 2225-2234. doi:10.1016/j.ridd.2011.05.014

A longitudinal study of language development in children with Down syndrome 

An age cohort of children with Down syndrome born in 2002 is being followed over a period of three years with yearly language assessments (N =46). Careful assessments of their hearing is included at the second measure point. The children will be measured for the second time during the fall 2009. This study is unique in that internationally very few studies within Down syndrome field have followed such a large group with a narrow age range and for such a long time. Responsible: Næss, Lyster (supervisor), Hulme (co-supervisor).

Reading skills in children with Down syndrome: A meta-analytic review

The authors examine the reading profile in children with Down syndrome by comparing the nonword decoding skills in children with Down syndrome and typically developing children matched for word recognition level. Journal articles published before 04.05.2010 were identified by using the keyword Down* cross-referenced to ‘reading’, ‘literacy’, ‘decoding’, and ‘reading comprehension’ were selected. A total of eight papers met the criteria for inclusion. Each study was reviewed and coded on both inclusion criteria and coding protocol before the analysis was performed. The results showed that there were significant differences in nonword decoding skills between the two groups favouring the typically developing children. Moreover, the children with Down syndrome scored significantly waker in both vocabulary and phonological awareness. Phoneme deletion, but not rhyme detection, phonological awareness composite score or vocabulary, were significant predictors of the variance in nonword decoding.
Næss, K.A.B., Lyster, S.-A. H., Melby-Lervåg, M. & Hulme, C. (2011). Reading Skills in Children with Down Syndrom: A Meta-analytic Review.  Research in Developmental Disabilities, 33 (2), 737-747 doi: 10.1016/j.ridd.2011.09.01.



Published Oct. 21, 2010 2:37 PM - Last modified Aug. 6, 2013 12:59 PM