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Developing an Early Reading Intervention Aligned with the Down Syndrome Behavioral Phenotype
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Lemons, Christopher J.; King, Seth A.; Davidson, Kimberly A.; Puranik, Cynthia S.; Al Otaiba, Stephanie; Fulmer, Deborah; Mrachko, Alicia A.; Partanen, Jane; Fidler, Deborah J. – Focus on Autism and Other Developmental Disabilities, 2017
The aim of this project was to develop an early reading intervention for children with Down syndrome based on the related behavioral phenotype. The intervention targeted learning of letter-sound correspondences, reading of decodable and high frequency words, and phonological awareness. We evaluated the feasibility and potential efficacy of the…
Descriptors: Early Intervention, Reading Programs, Down Syndrome, Phoneme Grapheme Correspondence
"Reading First" Kindergarten Classroom Instruction and Students' Growth in Phonological Awareness and Letter Naming-Decoding Fluency
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Al Otaiba, Stephanie; Connor, Carol; Lane, Holly; Kosanovich, Marcia L.; Schatschneider, Chris; Dyrlund, Allison K.; Miller, Melissa S.; Wright, Tyran L. – Journal of School Psychology, 2008
This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight "Reading First" elementary schools as it related to students' progress (n = 286 students) on early reading assessments of phonological awareness and letter naming-decoding fluency. Children's…
Descriptors: Phonics, Beginning Reading, Phonological Awareness, Kindergarten