Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial.

ABSTRACT:

Background

This study evaluates the effects of a language and literacy intervention for children with Down syndrome.

Methods

Teaching assistants (TAs) were trained to deliver a reading and language intervention to children in individual daily 40-min sessions. We used a waiting list control design, in which half the sample received the intervention immediately, whereas the remaining children received the treatment after a 20-week delay. Fifty-seven children with Down syndrome in mainstream primary schools in two U.K. locations (Yorkshire and Hampshire) were randomly allocated to intervention (40 weeks of intervention) and waiting control (20 weeks of intervention) groups. Assessments were conducted at three time points: pre-intervention, after 20 weeks of intervention, and af

SUBMITTER: Burgoyne K 

PROVIDER: S-EPMC3470928 | biostudies-literature | 2012 Oct

REPOSITORIES: biostudies-literature