Kelly Burgoyne|Fiona J. Duff|Paula J. Clarke|Sue Buckley|Margaret J. Snowling|Charles Hulme
Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial
University of York|University of Leeds|University of York|University College London
background study evaluates effects language literacy intervention children syndrome methods teaching assistants tas trained deliver reading language intervention children individual daily 40min sessions used waiting list control design half sample received intervention immediately whereas remaining children received treatment 20week delay fiftyseven children syndrome mainstream primary schools two uk locations yorkshire hampshire randomly allocated intervention 40 weeks intervention waiting control 20 weeks intervention groups assessments conducted three time points preintervention 20 weeks intervention 40 weeks intervention results 20 weeks intervention intervention group showed significantly greater progress waiting control group measures single word reading lettersound knowledge phoneme blending taught expressive vocabulary effects transfer skills nonword reading spelling standardised expressive receptive vocabulary expressive information grammar 40 weeks intervention intervention group remained numerically ahead control group key outcome measures differences significant children younger attended intervention sessions better initial receptive language skills made greater progress course intervention conclusions tadelivered intervention produced improvements reading language skills children syndrome gains largest skills directly taught little evidence generalization skills directly taught intervention