Tangible User Interfaces: A New Trend in Interaction for Helping Children with Down Syndrome to Develop Reading Skills

2013 ◽  
pp. 83-95
Author(s):  
Pedro C. Santana ◽  
Bárbara Paola Muro Haro
Keyword(s):  
Down Syndrome ◽  
User Interfaces ◽  
Reading Skills ◽  
Tangible User Interfaces ◽  
Children With Down Syndrome

scholarly journals Training basic numerical skills in children with Down syndrome using the computerized game “The Number Race”

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Francesco Sella ◽  
Sara Onnivello ◽  
Maristella Lunardon ◽  
Silvia Lanfranchi ◽  
Marco Zorzi
Keyword(s):  
Down Syndrome ◽  
Reading Skills ◽  
Negative Impact ◽  
Control Group ◽  
Mental Calculation ◽  
Training Groups ◽  
Children With Down Syndrome ◽  
Weak Evidence ◽  
Experimental Group

AbstractIndividuals with Down syndrome (DS) present reduced basic numerical skills, which have a negative impact on everyday numeracy and mathematical learning. Here, we evaluated the efficacy of the adaptive (non-commercial) computerized game “The Number Race” in improving basic numerical skills in children with DS. The experimental group (EG; N = 30, Mage-in-months 118, range 70–149) completed a training playing with “The Number Race”, whereas children in the control group (CG; N = 31, Mage-in-months 138, range 76–207) worked with software aiming at improving their reading skills. The training lasted 10 weeks with two weekly sessions of 20–30 min each. We assessed both groups’ numerical and reading skills before and immediately after the end of the training, as well as at a 3-months follow-up. We found weak evidence for post-training groups differences in terms of overall numeracy score. However, the EG displayed substantial improvements in specific numerical skills and in mental calculation, which were maintained over time, and no improvement in reading. Conversely, the CG showed improvements in their reading skills as well as in number skills but to a lesser extent compared to the EG. Overall, “The Number Race” appears as a suitable tool to improve some aspects of numeracy in DS.

The growth of reading skills in children with Down Syndrome

2011 ◽  
Vol 15 (3) ◽  
pp. 320-329 ◽  
Author(s):  
Charles Hulme ◽  
Kristina Goetz ◽  
Sophie Brigstocke ◽  
Hannah M. Nash ◽  
Arne Lervåg ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Reading Skills ◽  
Children With Down Syndrome

scholarly journals A Computerized Syllable-Based Intervention for French-Speaking Children with Down Syndrome: What Effects on Reading Skills?

2021 ◽  
Vol 31 (1) ◽  
pp. 41-61
Author(s):  
Jean Écalle ◽  
Monique Sanchez ◽  
Annie Magnan
Keyword(s):  
Down Syndrome ◽  
Reading Instruction ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Skills ◽  
Medium Term ◽  
Learning To Read ◽  
Children With Down Syndrome ◽  
French Speaking ◽  
Letter Sound

The aim of this research was to provide to eight children with Down Syndrome a syllable-processing software program that drew their attention to phonological and orthographic syllables. The children participated in a 10-hour training course (spread over 5 weeks) that used an experimental design with four assessment sessions, the first two of which were used to obtain a baseline in literacy skills. The effect of training was assessed just after training and two months later. A significant effect on decoding was observed at medium term after training. All children progressed in at least one domain, either in phonological skills, in decoding, or in word reading. Four children progressed in decoding and word reading. This study confirms the appropriateness of using phonetic approaches to reading instruction in order to stimulate learning to read in children with Down Syndrome. The syllable-based training facilitates the construction of associations between letters and syllables—the “syllabic bridge”—and could be a faster and easier way to learn letter-sound correspondences in French.

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

2012 ◽  
Vol 33 (2) ◽  
pp. 737-747 ◽  
Author(s):  
Kari-Anne B. Næss ◽  
Monica Melby-Lervåg ◽  
Charles Hulme ◽  
Solveig-Alma Halaas Lyster
Keyword(s):  
Down Syndrome ◽  
Reading Skills ◽  
Children With Down Syndrome ◽  
Analytic Review

Corrigendum to: “Reading skills in children with Down syndrome: A meta-analytic review” [Res. Dev. Disabil. 33 (2) (2011) 737–747]

2012 ◽  
Vol 33 (4) ◽  
pp. 1039-1040 ◽  
Author(s):  
Kari-Anne B. Næss ◽  
Monica Melby-Lervåg ◽  
Charles Hulme ◽  
Solveig-Alma Halaas Lyster
Keyword(s):  
Down Syndrome ◽  
Reading Skills ◽  
Children With Down Syndrome ◽  
Analytic Review

Effects of Targeted Reading Instruction on Phonological Awareness and Phonic Decoding in Children with Down Syndrome

2011 ◽  
Vol 116 (2) ◽  
pp. 111-129 ◽  
Author(s):  
Kathy Cologon ◽  
Linda Cupples ◽  
Shirley Wyver
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Reading Instruction ◽  
Oral Reading ◽  
Reading Ability ◽  
Reading Skills ◽  
Chromosome 21 ◽  
Children With Down Syndrome ◽  
Individual Instruction ◽  
Assessment Results

Abstract This research evaluated the effectiveness of reading instruction targeting oral reading and phonological awareness for children with Down syndrome (affecting chromosome 21). The participants were 7 children ranging in age from 2 years, 11 months to 10 years, 8 months. Each child acted as his/her own control, with assessments of language, cognition, phonological awareness, word and short-passage comprehension, and oral reading ability conducted on four occasions (initially, preintervention, postintervention and delayed postintervention) over approximately a 12-month period. The intervention was conducted over 10 weekly sessions and involved individual instruction. The postintervention assessment results provided evidence that phonic reading instruction was generally effective in improving reading skills and phonological awareness of children with Down syndrome.

scholarly journals Occurrence of Reading Skills in a National Age Cohort of Norwegian Children with Down Syndrome: What Characterizes Those Who Develop Early Reading Skills?

2021 ◽  
Vol 11 (5) ◽  
pp. 527
Author(s):  
Kari-Anne B. Næss ◽  
Egil Nygaard ◽  
Elizabeth Smith
Keyword(s):  
Down Syndrome ◽  
Reading Skills ◽  
Early Reading ◽  
First Grade ◽  
Third Grade ◽  
Letter Knowledge ◽  
Decoding Skills ◽  
Children With Down Syndrome ◽  
Early Reading Skills ◽  
Age Cohort

Children with Down syndrome are at risk of reading difficulties. Reading skills are crucial for social and academic development, and thus, understanding the nature of reading in this clinical group is important. This longitudinal study investigated the occurrence of reading skills in a Norwegian national age cohort of 43 children with Down syndrome from the beginning of first grade to third grade. Data were collected to determine which characteristics distinguished those who developed early reading skills from those who did not. The children′s decoding skills, phonological awareness, nonverbal mental ability, vocabulary, verbal short-term memory, letter knowledge and rapid automatized naming (RAN) performance were measured annually. The results showed that 18.6% of the children developed early decoding skills by third grade. Prior to onset, children who developed decoding skills had a significantly superior vocabulary and letter knowledge than non-readers after controlling for nonverbal mental abilities. These findings indicate that early specific training that focuses on vocabulary and knowledge of words and letters may be particularly effective in promoting reading onset in children with Down syndrome.

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