Teaching Phonological Awareness to Preschoolers with Down Syndrome: Boosting Reading Readiness

Blachman B. A. Ball E. W. Black R. Tangel D. M. (2000). Road to the code: A phonological awareness program for young children. Baltimore, MD: Brookes Publishing.

Browder D. M. Lee A. Mims P. (2011). Using shared stories and individual response modes to promote comprehension and engagement in literacy for students with multiple, severe disabilities. Education and Training in Autism and Developmental Disabilities, 46, 339-351.

Division for Early Childhood of the Council for Exceptional Children. (2014). DEC recommended practices in early intervention/early childhood special education. Retrieved from http://www.dec-sped.org/recommendedpractices

Division for Early Childhood of the Council for Exceptional Children. (2015). DEC recommended practices: Enhancing services for young children with disabilities and their families (DEC recommended practices monograph series no. 1). Los Angeles, CA: Author.

Fidler D. J. Nadel L. (2007). Education and children with Down syndrome: Neuroscience, development, and intervention. Mental Retardation and Developmental Disabilities Research Reviews, 13, 262-271.

Fuchs D. Fuchs L. S. Thompson A. Al Otaiba S. Yen L. McMaster K. L. . . . Braun M. (2001). Peer assisted learning strategies: Kindergarten reading. Nashville, TN: Vanderbilt University.

Gillon G. T. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, and Hearing Services in Schools, 31, 126-141.

Hughes C. A. Morris J. R. Therrien W. J. Benson S. K. (2017). Explicit instruction: Historical and contemporary contexts. Learning Disabilities Research & Practice, 32, 140-148.

LeJeune L. M. Gesel S. A. Lemons C. J. (2018). Explicit phonological awareness instruction for preschoolers with Down syndrome. Inclusion, 6, 239-257.

Lemons C. J. Fuchs D. (2010). Phonological awareness of children with Down syndrome: Its role in learning to read and the effectiveness of related interventions. Research in Developmental Disabilities, 31, 316-330.

Lerner M. D. Lonigan C. J. (2016). Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills. Journal of Experimental Child Psychology, 144, 166-183.

Martin G. E. Klusek J. Estigarribia B. Roberts J. E. (2009). Language characteristics of individuals with Down syndrome. Topics in Language Disorders, 29, 112-132.

Næss K.-A. B. (2016). Development of phonological awareness in Down syndrome: A meta-analysis and empirical study. Developmental Psychology, 52, 177-190.

National Early Literacy Panel. (2009). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Center for Family Literacy.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read (00-4769). Washington, DC: U.S. Government Printing Office.

Philips B. M. Clancy-Menchetti J. Lonigan C. J. (2008). Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics in Early Childhood Special Education, 28, 3-17.

Rosenshine B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36, 12-19.

Skibbe L. E. Gerde H. K. Wright T. S. Samples-Steele C. R. (2016). A content analysis of phonological awareness and phonics in commonly used Head Start curricula. Early Childhood Education Journal, 44, 225-233.

van Bysterveldt A. K. Gillon G. Foster-Cohen S. (2010). Integrated speech and phonological awareness intervention for pre- school children with Down syndrome. International Journal of Language & Communication Disorders, 45, 320-335.