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Integrated Speech and Phonological Awareness Intervention for Pre-School Children with Down Syndrome
Peer reviewed
Direct linkvan Bysterveldt, Anne Katherine; Gillon, Gail; Foster-Cohen, Susan – International Journal of Language & Communication Disorders, 2010
Background: Children with Down syndrome experience difficulty with both spoken and written language acquisition, however controlled intervention studies to improve these difficulties are rare and have typically focused on improving one language domain. Aims: To investigate the effectiveness of an integrated intervention approach on the speech,…
Descriptors: Intervention, Phonemes, Beginning Reading, Written Language
Girbau, Dolors; Schwartz, Richard G. – International Journal of Language & Communication Disorders, 2007
Background: A number of previous studies have revealed that children with Specific Language Impairment have limitations in Phonological Working Memory as revealed by a task that requires them to repeat non-words of increasing syllable length. However, most published studies have used non-words that are phonotactically English. Aims: The purpose…
Descriptors: Program Effectiveness, Memory, Syllables, Spanish Speaking
