Reading and Writing for Infants with Down Syndrome (0-5 Years): (Down Syndrome Issues & Information)

Teaching reading to teach talking is probably the single most effective intervention for helping children with Down syndrome to overcome their learning difficulties. Reading and writing skills are important for everyday life and for access to the world of literature for all children. They are also powerful tools for teaching speech and language to children with Down syndrome and for mediating their cognitive development. Beginning early, by introducing young children to reading from two years of age, will promote the development of both their spoken language and their literacy skills. This module explains how to teach reading to teach language and how language and literacy teaching can work together to promote the development of children with Down syndrome, beginning in the preschool years. Guidance on teaching methods and examples of activities show parents and teachers how to introduce young children to reading and other literacy activities. This module is linked with Reading and writing development for individuals with Down syndrome - An overview,[DSii-07-01] which should be read first, to provider the reader with evidence for the benefits of early reading and the rationale behind the programme.

Table of Contents:
Introduction The importance of early reading for all children with Down syndrome Why reading helps Principles for learning Encourage a love of books Reading for meaning Teach whole words and reading for meaning first Teaching phonics Develop writing alongside early reading Use positive teaching and make it fun Teaching reading The links between reading and spoken language Activities at each child s comprehension level Expand the child s speech to create written sentences The importance of active involvement of the child Resources Teaching methods Hearing loss Teaching words and early reading skills How to choose words and teach them Begin with words that children understand How to teach matching, selecting and naming Which words? Early writing skills alongside reading Using reading to teach language Learning about letters and sounds Visually supported reading and writing using pictures and symbols Conclusions References Appendix 1 - Reading progress record sheet for new words Appendix 2 - Reading progress record sheet for phrases

About the Author :
Sue Buckley is a psychologist, Emeritus Professor of Developmental Disability in the Psychology Department at the University of Portsmouth, UK and Director of Research and Training at The Down Syndrome Educational Trust. Sue has been actively involved in researching the developmental and educational needs of children with Down syndrome since 1980. She is an internationally recognised authority and has published widely for parents, professionals and researchers. One of Sue's three children, Roberta, is a young adult with Down syndrome. Gillian Bird is a psychologist and Director of Consultancy and Education at The Down Syndrome Educational Trust. Gillian has been working with children with Down syndrome, from birth to teenage years, and their families since 1983. She has developed and supported the successful inclusion of children with Down syndrome in mainstream education since 1988. Gillian has also developed early intervention programmes and been active in research, publishing and training with colleagues.