Teaching Foreign Language to Down Syndrome: Case Study of An Iranian Girl

Although much individual variability exists, most persons with Down Syndrome (DS) experience marked expressive language delays and challenges with speech production, hearing, and verbal memory that may negatively affect literacy development. There is a paucity of research regarding intervention literacy programs in their first language; however, there appears to be no comprehensive study about learning to read in a second language. The current study tries to develop a program for these individuals to gain literacy in second language as well as the first language. This was a longitudinal case study. The intervention started with teaching English alphabets .The study was done in three phases. Each phase was based on previous phase findings. Each session was recorded with the camera. Another tool of data gathering was researchers' diaries. Collecting data by filming sessions provided the opportunity to analyze sessions extensively. The result of the study showed that the case of the study gained the ability to recognize the letters and read them. This study shows that children with DS can be taught to read English words. The authors describe intervention literacy program that used a hybrid approach to reading instruction combining whole-word (i.e., visual) and analytic (i.e., phonic or sound-based) reading strategies. Despite the genetic, cognitive and memory problems people with Down syndrome have the ability to learn English and read second language words. It seems that intensive interventions and exploitation of the strengths of these individuals such as the reduction of pressure on working memory and using visual memory and multisensory techniques can work. This study has many applications for medical professionals, teachers and parents.