Students with Down Syndrome Make Oral Reading Mistakes

Abstract

Oral language and reading skills are challenging for people with Down syndrome (DS). To design effective treatments that assure academic achievement in this demographic, further research is needed to understand the language and reading links of kids with DS. The current study contributes to the body of knowledge regarding the language and reading profiles of kids with DS by analysing their oral reading miscues and recommending intervention approaches that may be useful to this demographic.