Investigating the literacy, language and memory skills of children with Down syndrome

Abstract

This paper presents the first phase of a longitudinal study following 24 children with Down's syndrome who are receiving their education in mainstream primary schools. The literacy, numeracy, language and memory skills of the children with Down's syndrome were compared to two groups of children selected from their classmates. The comparison groups were a group of typically developing children who were average readers in the classes and a group of children who were matched to the children with Down's syndrome for reading age. The baseline data revealed that the children with Down's syndrome had uneven cognitive profiles with relatively advanced reading skills compared to their other cognitive skills. The group of ordinary children who were matched to the children with Down's syndrome on reading ability, attained significantly higher scores than the children with Down's syndrome on all assessments other than reading. However, the reading matched group who were generally of below average reading ability for their age, where also significantly delayed relative to the average readers on measures of language, number and memory. As a group the average readers were average or above average on all measures. A cross-sectional analysis which divided the children with Down's syndrome into 3 groups to age according to age and school year group indicates steady progress in all skills as the children move through primary school.