Nash, H and Heath, J (2011) The role of vocabulary, working memory and inference making ability in reading comprehension in Down syndrome. Research in Developmental Disabilities, 32 (5). 1782 - 1791. ISSN 0891-4222
Abstract
Thirteen children and young adults with Down syndrome (DS) completed tests of language and reading and their performance was compared to that of three control groups. Reading comprehension was confirmed to be a specific deficit in DS and found to be strongly correlated with underlying language skills. Although reading comprehension was more strongly related to language ability in the DS group, this was shown to be a function of more advanced word recognition rather than a characteristic of DS per se. Individuals with DS were found to have greater difficulty with inferential comprehension questions than expected given their overall comprehension ability and the reading profile associated with DS was found to be similar to that of children known as poor comprehenders. It is recommended that oral language training programs, similar to those that have been shown to improve reading comprehension in poor comprehenders, be trialed with children who have DS.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | NOTICE: this is the author’s version of a work that was accepted for publication in Research in Developmental Disabilities. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Research in Developmental Disabilities, 32, 5, 2011, http://dx.doi.org/10.1016/j.ridd.2011.03.007 |
Keywords: | Adolescent; Child; Child Language; Comprehension; Down syndrome; Female; Humans; Judgment; Language development disorders; Language tests; Male; Memory, short-term; Mental processes; Reading; Vocabulary; Young adult; Reading comprehension; Inference making; Language ability |
Dates: |
|
Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Psychology (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 27 Feb 2014 11:31 |
Last Modified: | 23 Jun 2023 21:37 |
Published Version: | http://dx.doi.org/10.1016/j.ridd.2011.03.007 |
Status: | Published |
Publisher: | Elsevier |
Identification Number: | 10.1016/j.ridd.2011.03.007 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:77878 |