Design and Evaluation of a Set of Methodological Strategies for Learning a Second Language in Students With Down Syndrome Using Computer-Based Instruction

Abstract

This paper introduces a set of teaching strategies to enhance second language learning for students with Down Syndrome (DS) enrolled in an English course covering material from the first two years of Primary School. A set of instructional support strategies have been defined and integrated into an <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">online</i> learning software, developed <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">ad-hoc</i> to teach the basic vocabulary of the English subject syllabus of the two first courses of Primary School. A controlled experiment was carried out with 20 students with DS, who were divided into two groups: control and experimental. The control group was given a simplified version of the software, while the experimental group had access to the complete software with personalized instruction. Prior to the experiment, all participants undertook the same level test (pre-test) in order to assess their initial knowledge level of English. After finishing the learning stage, a post-test was provided to the students to assess their learning. In both groups, results in the post-test were consistently better than in the pre-test, supporting the positive effect of the learning software as an instructional tool. In addition, learning gains were significantly higher in the experimental group, that used the proposed instructional aids.