Follow-up study on reading comprehension in Down's syndrome: the role of reading skills and listening comprehension

Maja Roch · Elena Florit · Chiara Levorato

32 citations0/0 files storedInternational Journal of Language & Communication Disorders

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Reading and Literacy Development Language Development and Disorders Down syndrome and intellectual disability research

Abstract

BACKGROUND: According to the 'Simple View of Reading', reading comprehension requires some abilities such as reading skill and listening comprehension. Individuals with Down's syndrome show relative strengths in reading skills, mainly in word recognition, where they attain a reading age of about 7-8 years. Compared with word recognition, their reading comprehension is usually delayed by at least 6 months. Poor reading comprehension is paralleled by weak listening comprehension. It is claimed that poor listening comprehension might constrain the development of reading comprehension and, therefore, be a cause for the asynchrony between reading skills and reading comprehension. AIMS: A follow-up study was carried out in order to analyse the improvements in reading skills, listening and reading text comprehension, and to support the hypothesis of a causal relationship between listening and reading comprehension. METHODS & PROCEDURES: Ten children and adolescents with Down's syndrome, aged between 11 years 3 months and 19 years 10 months, were assessed twice over a one-year period as to their reading skills, listening and reading text comprehension. OUTCOMES & RESULTS: Three main findings emerged: (1) reading skills, on the one hand, and comprehension (both listening and reading), on the other hand, are independent; (2) reading comprehension development is determined mainly by listening comprehension, which in the present study proved to be very poor; and (3) an improvement after a one-year period, even though limited, occurred for all examined abilities except for listening comprehension. CONCLUSIONS & IMPLICATIONS: The results are discussed in the light of the theoretical framework of the 'Simple View of Reading' and of their relevance for practical and educational issues.

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References

1986Decoding, Reading, and Reading Disability 1990The simple view of reading 2006Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading 2001Comprehension skill, inference-making ability, and their relation to knowledge 2006Profiles of children with specific reading comprehension difficulties 2009Using Developmental Trajectories to Understand Developmental Disorders 2002Effects of Phonological Abilities and Linguistic Comprehension on the Development of Reading 2000THE COMPONENT MODEL OF READING: SIMPLE VIEW OF READING MADE A LITTLE MORE COMPLEX

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2011Increasing Higher Level Language Skills to Improve Reading Comprehension 2015Reading comprehension in children with Down syndrome 2014Cognitive and linguistic predictors of reading comprehension in children with intellectual disabilities 2018Cognitive Constraints on the Simple View of Reading: A Longitudinal Study in Children With Intellectual Disabilities

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