Variables that Predict the Potential Efficacy of Early Intervention in Reading in Down Syndrome

  1. María Auxiliadora Robles Bello
  2. David Sánchez Teruel
  3. José A. Camacho Conde
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2020

Volumen: 26

Número: 2

Páginas: 95-100

Tipo: Artículo

DOI: 10.5093/PSED2020A1 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Objetivos de desarrollo sostenible

Resumen

It is known that alterations in Down syndrome (DS) occur at cognitive and language levels that affect the acquisition of reading and academic skills. The aim of this study is to know which neuropsychological variables predict the potential efficacy of early intervention in reading in this population with a program traditionally used with this population. Thirtyeight children of around 5 years of age with DS who were immersed in an early childhood care program participated in the study, 20 of them were immersed in a reading program. Significant differences were found at neurocognitive and linguistic level, especially in the experimental group at neurocognitive level, with achievements in reading and writing at early ages. In addition to this, two variables were found to predict reading acquisition. As conclusion, the effectiveness of the reading program and its benefits at neuropsychological and psycholinguistic levels in the development of this group of children with DS at an early age was revealed

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We thank all the children, their parents, and teachers for their participation.

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