The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. The participants were 3- to 5-year-old children (n = 81) who were learning English and…

Enhancing communication performance skills may help children with Down Syndrome (DS) to expand their opportunities for participation in daily life. It is a clinical challenge for speech-language pathologists (SLP) to disentangle various mechanisms that contribute to the language and communication problems that children with DS encounter. Without…

Public debates about the role of teachers and teacher performance place teachers at the center of a range of national and local discourses. The notion of teacher professional identity, therefore, framed in a variety of ways, engages people across social contexts, whether as educators, parents, students, taxpayers, voters or consumers of news and…

This paper discusses the evidence that the specific developmental profile frequently described as being associated with Down syndrome--a profile of communication weaknesses relative to social and daily living skills--can be changed. It is not an inevitable outcome of having Down syndrome. Drawing on data collected to explore the outcomes of fully…