Abstract
This systematic review aims to synthesize current findings on the syntactic abilities of individuals with Down Syndrome from childhood into adolescence and adulthood and discuss them in terms of the delayed or deviant pattern of development as well as in terms of the critical period for syntactic development. This literature search was conducted using research articles written only in the English language, but concerning syntax in any language, after a thorough search in the web databases, following the inclusion criteria set for this review. Studies which examine any syntactic domain of language via particular and targeted materials were included. The findings show that individuals with Down Syndrome lag behind typically developing and present a delayed pattern of syntactic development. The Down Syndrome population presents difficulties with both comprehension and production of syntax, a fact which is observed in various syntactic structures and becomes apparent in more complex ones, such as subordinate clauses, passivisation and pronouns.
Highlights
Down syndrome (DS) is the most common genetic cause of intellectual Intellectual disability (ID), occurring in approximately 1 in 700 to 1 in 800 live births of both sexes throughout the world (Rondal, 1988, 1998; Rogers et al, 1996; Nadel, 1999)
Extended research has been conducted in order to examine syntactic development in adolescents and young adults with DS in response to the claim that there is a critical period for syntax development
The syntactic processing abilities of the DS population as compared to typically developing individuals were explored in this review paper
Summary
Down syndrome (DS) is the most common genetic cause of intellectual Intellectual disability (ID), occurring in approximately 1 in 700 to 1 in 800 live births of both sexes throughout the world (Rondal, 1988, 1998; Rogers et al, 1996; Nadel, 1999). A diagnosis of DS is given when an error in cell development results in an extra copy of chromosome 21, so there are 47 chromosomes than the usual 46. Unlike the two previously mentioned DS forms, translocation may be hereditary (Rogers, 1992; Rogers et al, 1996; Nadel, 1999; Antonarakis et al, 2004). This genetic difference affects many aspects of cognitive development and is associated with characteristic physical features
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