Landmark research study shows targeted intervention improves the reading and language skills of children with Down syndrome
A landmark research study has shown that a targeted teaching intervention accelerates progress in reading and language development for children with Down syndrome.
The primary results of the study are now available online, ahead of publication in the Journal of Child Psychology and Psychiatry.
The study was the first large controlled trial of an intervention designed for children with Down syndrome and was led by researchers at Down Syndrome Education International working with colleagues at the Centre for Reading and Language at the University of York.
The Reading and Language Intervention for Children with Down Syndrome is designed to supplement and support literacy instruction at school. It builds on best literacy teaching practice for all children and on the best scientific evidence for effective interventions to help children who are struggling with reading or have language delay. The intervention incorporates these evidence-based approaches while adapting the teaching methods to best suit the developmental profile and meet the learning needs that are common among children with Down syndrome.
Over the next few months, DSE will be publishing a handbook and other resources, and providing training and support services, to help teachers successfully implement the new reading and language intervention.