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ERIC Number: EJ653468
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0922-4777
The Efficacy of "Whole Word" versus "Analytic" Reading Instruction for Children With Down Syndrome.
Cupples, Linda; Iacono, Teresa
Reading and Writing: An Interdisciplinary Journal, v15 n5-6 p549-74 Sep 2002
Details an intervention study which investigated whether children with Down syndrome (DS) would benefit from an "analytic" approach to reading instruction, which encompassed explicit training in phonological awareness. Concludes that DS children benefited from this type of instruction, even though their auditory-verbal memory is poor. (PM)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A