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Phonological Awareness of Children with Down Syndrome: Its Role in Learning to Read and the Effectiveness of Related Interventions
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Lemons, Christopher J.; Fuchs, Douglas – Research in Developmental Disabilities: A Multidisciplinary Journal, 2010
Phonological awareness (PA) is the ability to hear and manipulate the smallest units of sound in our language. It is key to learning to read for typically developing children. Some have suggested that this is not true for children with Down syndrome (DS). The purpose of this review was to provide a better understanding of the role PA plays for…
Descriptors: Phonics, Phonological Awareness, Down Syndrome, Reading Instruction
Teaching Beginning Reading Skills: A Unique Approach.
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Fuchs, Lynn S.; Fuchs, Douglas – Teaching Exceptional Children, 1984
The article describes a procedure for teaching sound-letter relations and sound blending through a verbal/gestural prompting system and a variation of melodic intonation therapy (in which students learn simultaneously to talk and hum a monotone note). The three-step procedure features demonstration, prompting, and practice. (CL)
Descriptors: Beginning Reading, Disabilities, Phonics, Reading Instruction
Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms.
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Fuchs, Douglas; Fuchs, Lynn S.; Thompson, Anneke; Al Otaiba, Stephanie; Yen, Loulee; Yang, Nancy J.; Braun, Mary; O'Connor, Rollanda E. – Exceptional Children, 2002
A study explored the effectiveness and feasibility of phonological awareness (PA) training with and without beginning decoding components for 25 kindergartners with disabilities in inclusive schools. Students with special needs participating in PA with beginning decoding instruction did better than those just receiving PA and controls. (Contains…
Descriptors: Beginning Reading, Decoding (Reading), Disabilities, Elementary Education
Developing First-Grade Reading Fluency through Peer Mediation.
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Fuchs, Douglas; Fuchs, Lynn; Yen, Loulee; McMaster, Kristen; Svenson, Ebba; Yang, Nancy; Young, Caresa; Morgan, Paul; Gilbert, Tracy; Jaspers, Jennifer; Jernigan, Maryam; Yoon, Esther; King, Sophia – TEACHING Exceptional Children, 2001
This article reports on research on the effectiveness of a peer-assisted learning strategy (PALS) intervention to develop fluency in beginning readers with and without disabilities. Pairs of students complete phonically based activities and then repeated readings of a shared text. Evaluation indicated that the peer-mediated, repeated reading…
Descriptors: Beginning Reading, Classroom Techniques, Disabilities, Instructional Effectiveness