Sem título

Reading and Listening Comprehension in Individuals With Down Syndrome and Word Reading–Matched Typically Developing Children

Objetive

To explore the reading and listening comprehension performance of English-speaking children with Down syndrome (DS) compared with typically developing (TD) children matched with word reading

Population

Delimiting yourself like this

19 children with DS 11-22 years

19 children with TD 6-8 years

8 men and 11 women

6 men and 13 women

PROCESS

2 individual sessions, audio and video recorded sessions

Eligibility

Evaluation

It was evaluated:

1. ORAL LANGUAGE

2. WORD LEVEL READING

3. SPEECH

It was evaluated:

1. READING COMPREHENSION

2. LISTENING COMPREHENSION

RESULTS

The DS group, despite being matched in word reading with the TD group, demonstrated reduced reading comprehension skills compared to the TD group

Therefore

As people with Down syndrome acquire word reading skills, they seem unable to translate word reading success to achieve reading comprehension at the expected level

THE MOST IMPORTANT

La comprensión auditiva puede ser un factor maleable al que se puede apuntar para mejorar los resultados de comprensión lectora de las personas con síndrome de Down