مقايسه تاثير آموزش خواندن و آموزش سنتي زبان درماني بر زبان دركي و بياني كودكان مبتلا به نشانگان داون

Comparison ofReading Instruction and Traditional Methods Effects on Receptive and Expressive Language ofDown Syndrome Children

Objective: Co nside ring the fact that c hildren with Down Syndrome have a severe delay in language development whi ch does not app ear being improved by language therap y leaning on auditory modality, this research was aimed to compare the traditi onal educati onal method and reading method effects on receptive and expres sive la.nguage of 4 - 10 years old Down Syndrome children with 40 - 60 I.Q scores. Materials & Methods: In thi s qua si expe r ime n ta l and interv enti onal research from Navide Asr Reh ab ilitation clinic in Tehran , Re z van Rehabilit ati on clini c in S ha hria r, Eh san Reh abil itation clinic in Karaj and Down Syndrome Association of Karaj , 20 Down Syndrome children were selec ted by simple and co nvenient sampling from 96 Down Syndrome children and were allocated int o two groups by bala.nced rand omi zed meth od. The firs t group was edu cated by whole word reading meth od and the other gro up was educated by traclitionaI method. Both groups had three IS-minute educational ses sions per week for a peri od of 6-monrh. Langu ages of both groups have been exami ned by TOLD- P: 3 test as pre and post-test. The res ults were analy zed by statis tical test s including Kolm ogoroff - Srnir onoff (K-S), Independent-T-Tesr and Paired- T-Test. Results: Independent-T-Test in bo th gr oups revealed no significant differen ces before education in receptive (P=0.452), expressive (P=O.l ) and speech (P=0 .428) Language, but after intervention period , the groups have signific ant statistical differences in all lan guage portions such as rec eptive (P=0.043) , express ive (P