Teaching Children with Down syndrome to Read

The following information is from the hand-outs and notes from the work shop, "Teaching Children with Ds to Read" by Dana Halle at the 2012 NDSC conference.

First, if you are not familiar with The Learning Program, you should go to their website http://dsfoc.org/learning_program.htm , make an account and login and take a look at their sight reading materials.  It will be much easier to understand everything below if you see the materials first. 
Here's a video that explains some more about the program:

Whole word approach to reading= sight reading rather than phonics

Teach phonetic awareness but focus on the whole words.

MATCH, SELECT, NAME


MATCH

1. young children (ages 1-2) ------>  match picture to picture (cat picture to cat picture), match to teach vocabulary.  Focusing on vocabulary for children under 3 will build their vocabulary and aid in understanding when they begin to read.  Start with family members, favorite foods, pets, places you go, animals they like.
2. older children (ages 3 and up) ------->  start with word to picture, then word to word.  Start with the same categories from above but with the word:  family members names, favorite foods, pets, places you go, animals they like.

         How?

• choose a book and pictures. 

The book will have something like below.  Picture of an animal with the sentence "I see a cat."



I see a cat.

• Read the book together.
• Show the picture cards that correspond with the book and go over what they are.  Let the student tell you what they are. This is a good warm-up activity, as the student will most likely be successful.

The picture card will be a small card that shows only the picture, no words.

• show the board with the words on it.

The board will have sections that have the words on it like below:

©2008 Down Syndrome Foundation of Orange County

  

 

 

dog                           cat

 

bird                          fish

 

rabbit                       frog 
 

• show them how to match the picture to the word, while saying the word
• Give them the card with the picture and have them place it on top of the word.  You can use Velcro to keep the cards in place.
• if they get it wrong, say "Good try! It goes here.  Cat, cat"(for example)
• modifications:  if the student signs, say the word and sign it and let the student respond with sign.
• As the student matches the pictures with the words and hears and says the word, they are learning the word. 

       *Even if the student does not seem to understand, continue doing the exercise.  Do it for them or use hand over hand to assist them in doing it.
       * If they resist, you do them, while the student watches.


SELECT

     How?

• place 2-3 pictures or words (depending on age and skill level) cards in front of the student
• ask the student to give you a card, "Can you give me 'cat'?"
• have them hand you the card or put it in a bowl
• show the student how to make the correct selection if they cannot
• respond to incorrect responses by modeling the correct one and saying "Here it is! Cat."  Refrain from saying "no"

         * Support, help, and guide the student for as long as needed.  Keep giving them the correct answer for as long as needed. We are teaching, not testing.  Help them be successful.


NAME (most difficult)

1. The student will "name" or sign the picture or word
2. Games to play: Bingo, I Spy

      How?

• choose pictures or words to name
• show the flashcards with the pictures or words on them. 
• Go through the cards once, flashing them, and saying the words as you go. Have the student repeat you.
• Now, ask the student to say or sign the word
• "This card says" _____pause____ and wait for a response or "Do you know what this (picture or word) is?"
• If they do not know, tell them, but they will eventually get it on their own
• If they get it wrong, "Good try!  It says cat."  If they get it right, "You're right! It says cat!"  Reinforce the correct answer.
• Respond to incorrect answers by modeling the correct answer with a positive approach

Once the student can name the word, they will be ready to read the book to you.

The book will have repetitive phrases that the child will read over and over, like "I see a........"






I see a dog.


Important tips:
    * Assume your student CAN learn-- BELIEVE IT!  Kids who are nonverbal can learn to read too.
    * "Success is key."  Making them feel successful makes them feel motivated to continue.
    * "Teach....Don't test!"  If they don't know the right answer, just tell them.  Don't try to drag it out of them.
    * "Model....Don't correct"  Don't say "no", demonstrate the correct response
    * Let the student set the pace and don't compare them to other students.


The Learning Program website has printables that can get you started, but you can also make your own if you want to use certain pictures.