Targeted Reading Programme Improves Results for Children With Down Syndrome in Mainstream Classrooms

ROME, October 19, 2010 - Preliminary results from a trial of a teaching programme designed for
children with Down syndrome show significant gains in language and reading
skills.

Speaking in Rome at the 3rd European Regional Congress of the
International Association for the Scientific Study of Intellectual
Disabilities, researchers will today report results from the initial stages
of the trial.

Professor Sue Buckley OBE, Chief Scientist at Down Syndrome Education
International, comments: "These preliminary findings add to a growing body of
evidence that shows that evidence-based, targeted support can transform
outcomes for young people with Down syndrome, enabling them to lead more
independent and fulfilling lives."

The project, supported by the Big Lottery Fund, is the first large
randomised controlled trial of a teaching programme designed to meet the
specific needs of children with Down syndrome.

Nearly 60 children with Down syndrome attending mainstream primary
schools in York and Portsmouth are participating. The children were assigned
randomly to one of two groups. One group began using the teaching programme
earlier than the other group, permitting a comparison of the benefits. The
children's Teaching Assistants were trained to deliver the structured
programme in the classroom during daily 40 minutes sessions. The researchers
evaluated the children's progress over 20 weeks.

According to Professor Charles Hulme at the Centre for Reading and
Language at the University of York: "This novel project is the first to
systematically evaluate a combined reading and language intervention
programme for children with Down syndrome. The results so far are very
encouraging. The robust design of the trial will allow us to make clear and
unambiguous recommendations to educators about suitable methods for improving
the reading and language skills of children with Down syndrome."

Down syndrome is a leading cause of developmental disability and is
associated with specific cognitive delays and learning difficulties.
Increasingly, research is showing that teaching methods that target this
specific learning profile can lead to marked improvements in development and
academic achievement. Effective teaching practices can help young people with
Down syndrome achieve gains equivalent to more than two years of progress for
typically developing children during their school years.

At the conference later today, Dr Kelly Burgoyne, the psychologist
leading the study, will report that the children made significantly better
progress after only 20 weeks. Dr Burgoyne comments: "This is exciting because
it shows that the programme can be effective in a short period of time. We
will now continue to follow the children to see if they make further gains in
their language and reading skills."

The Big Lottery Fund

The Big Lottery Fund distributes half of the National Lottery good cause
funding across the UK. The Fund is committed to bringing real improvements to
communities and the lives of people most in need.

    Contacts
    Frank Buckley, CEO, Down Syndrome Education International.
    Email: press@downsed.org
    Tel: +44(0)23-9285-5330

Contacts: Frank Buckley, CEO, Down Syndrome Education International, Email: frank.buckley at downsed.org; Tell (mobile): +44(0)7500-884646