Follow-up study on reading comprehension in Down's syndrome: the role of reading skills and listening comprehension

AbstractObjectives: To investigate the development of dementia over a five year follow up period in a population of females with Down's syndrome; to examine age at onset and duration of dementia in the population; to document the clinical features of dementia and to highlight scores on functional and cognitive rating scales at diagnosis of dementia and at the onset of complete dependency.Method: A five year follow-up study of 80 female subjects on prevalence of dementia, early clinical features of dementia and patterns of scoring on rating scales at diagnosis and end-stage dementia was completed. Results: Over the five year study period the number of subjects diagnosed with dementia rose from seven (8.75%) to 35 (43.75%). Age related prevalence figures showed that dementia was more common with increasing age. The earliest recognisable symptoms of dementia were memory loss, spatial disorientation and loss of independence especially in the area of personal hygiene. These findings were confirmed by the rating scales used in the study.Conclusions: The earliest recognisable clinical features of dementia include memory loss and increased dependency. The results of this study should facilitate earlier diagnosis of dementia in DS.

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Atlantoaxial instability in Down's syndrome: a five year follow up study.

Archives of Disease in Childhood ◽

10.1136/adc.72.2.115 ◽

1995 ◽

Vol 72 (2) ◽

pp. 115-119 ◽

Cited By ~ 44

Author(s):

R E Morton ◽

M A Khan ◽

C Murray-Leslie ◽

S Elliott

Keyword(s):

Down's Syndrome ◽

Down’S Syndrome ◽

Atlantoaxial Instability ◽

Follow Up Study

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Periodontal Bone Loss in Patients With Down's Syndrome: A Follow-up Study

Journal of Periodontology ◽

10.1902/jop.1982.53.3.158 ◽

1982 ◽

Vol 53 (3) ◽

pp. 158-162 ◽

Cited By ~ 53

Author(s):

Leena Saxén ◽

Sirkka Aula

Keyword(s):

Bone Loss ◽

Down's Syndrome ◽

Down’S Syndrome ◽

Follow Up Study ◽

Periodontal Bone Loss

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Are story retelling and story generation connected to reading skills? Evidence from Finnish

Child Language Teaching and Therapy ◽

10.1177/0265659018780960 ◽

2018 ◽

Vol 34 (2) ◽

pp. 129-139 ◽

Cited By ~ 1

Author(s):

Leena Mäkinen ◽

Loukusa Soile ◽

Gabbatore Ilaria ◽

Kunnari Sari

Keyword(s):

Reading Comprehension ◽

Word Recognition ◽

Reading Skills ◽

Relevant Information ◽

Typically Developing ◽

Story Retelling ◽

Story Generation ◽

Follow Up Study ◽

Age Reading

This three-year follow-up study investigated the associations of narrative and reading skills in typically developing Finnish children. Twenty children performed narrative retelling and story generation tasks twice, at five and eight years of age. Reading comprehension and word recognition tests were performed at the age of eight. Narratives were analysed for relevant information, total number of word tokens, clausal density and evaluation. The results showed increased narrative abilities with age, but the development was not seen in all narrative variables. This suggests that narrative tasks might capture development somewhat differently. Both narrative tasks were connected to reading skills. However, while retelling was connected to reading comprehension only, story generation related to both reading comprehension and word recognition. This study extends prior research by showing that not only retelling but also story generation is associated with reading.

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