An investigation of the use of specific teaching and learning strategies, with the addition of rebuses, to enhance the reading comprehension of young adults with down syndrome
Michelle F. Morgan · The University of Queensland · 2005
The aims of this study were to identify specific areas of reading comprehension that young adults with Down syndrome find difficult, and then investigate specific teaching and learning strategies to enhance reading comprehension. The participants were six young adults with Down syndrome, ranging in age from 18 to 25 years. There were four males and two females.Participatory action research was adopted as the methodology for this study. Specifically Elliot's (1991) model of action research was selected and modified by the researcher as the primary framework.In the initial reconnaissance phase, a combination of formal standardised assessments, informal researcher developed instruments, and informal assessments were used to collect data about the participants' reading skills, experiences, attitudes and behaviours. The results from this phase showed that the participants had a range of reading skills, interests, and behaviours. The participants' demonstrated difficulties in recalling details of texts, understanding what texts were about, and retelling texts in their own words. The results from the formal standardised assessments showed that the participants' age equivalent scores for receptive oral language; word accuracy; comprehension; and reading rate (fluency) were well below their chronological ages. The selection of appropriate texts for these young adults with Down syndrome was also found to be problematic.A general plan was developed to enhance the reading comprehension of learners with Down syndrome, and an intervention program was implemented comprising specific strategies and teaching practices, identified through a review of the literature. Ongoing amendments to the general plan were made in response to observed learner needs. Teaching materials and texts were modified and created to suit the needs and interests of the participants. Assessments were re-administered at the conclusion of the intervention.The findings from the formal standardised assessments used in this investigation showed improvement in the reading comprehension of all of the participants. There was also improvement in reading accuracy and in reading rate (fluency).The informal retelling assessments added rich detail about the specific use of reading comprehension strategies and their effects on constructing meaning from texts.Improvements were demonstrated in recall, sequencing, retelling and confidence. Furthermore, greater improvements in recall and retelling were demonstrated with the addition of rebuses above key words in texts. These results indicate that this program was effective in enhancing the reading comprehension of all of the participants.An unexpected, but important finding was that all of the participants had limited understanding of the meanings of question words, and experienced difficulty responding appropriately to them in a range of literacy contexts. The strategies developed and used in response to this finding, were shown to be effective in overcoming these difficulties.The results from this investigation add to the current body of knowledge about the difficulties that young adults with Down syndrome experience in reading and reading comprehension. These findings have important implications in the design of educational programs; for the improved practice of teaching reading comprehension to young adults with Down syndrome, and other learners with intellectual disabilities; and for further studies of the teaching practice of adults with intellectual disabilities. The results supported the notion that for these learners, literacy learning can continue into adolescence and beyond, and that multiple and varied opportunities should be provided for such development to continue.