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The purpose of reading is for the reader to construct meaning from the text. For many young adults with Down syndrome, knowing what the text is all about is difficult, and so for them the activity of reading becomes simply the practice of word calling. It is suggested in the literature that for those individuals with Down syndrome, learning can continue into adolescence and that this may be the optimal time for learning to occur. However, a review of the literature revealed limited empirical research specifically relating to the reading comprehension of young adults with Down syndrome. Recent findings from Latch-On (Literacy And Technology Hands On), a research-based literacy and technology program for young adults with Down syndrome at the University of Queensland, revealed that comprehension remained the significant area of difficulty and showed least improvement (Moni & Jobling, 2001). It was suggested by Moni and Jobling (2001) that explicit instruction in comprehension using a variety of strategies and meaningful, relevant texts was required to improve the ability of young adults with Down syndrome to construct meaning from written texts. This paper is based on an action research project that was developed within the Latch-On program. The project utilised a modification of Elliot's (1991) action research model and was conducted to investigate specific teaching and learning strategies that would enhance the reading comprehension of young adults with Down syndrome. The participants were 6 young adults with Down syndrome ranging in age from 18 to 25 years. As the data from this project are still being analysed, preliminary findings of one participant are presented as a case study. The preliminary findings appear to indicate that the program of specific teaching and learning reading comprehension strategies used in this project was beneficial in the participant's reading comprehension.

This case study examined the impact of a series of tutoring sessions on the literacy development of a young woman with Down syndrome. The sessions were conducted within the LATCH-ON (Literacy and Technology-Hands On) program at the Schonell Special Education Centre at the University of Queensland and made use of technology resources in addition to other methods of instruction. The first author assumed the role of participant observer through the reported sessions and acted as an individual tutor to the young woman. Data obtained from an initial screening indicated that the young woman had only limited word decoding strategies when reading text, and consequently, had significant problems with comprehension. Instruction during individual tutoring sessions focused primarily on phonics instruction, as well as other decoding strategies, such as sight word recognition. Specific instructional strategies employed by the first author are discussed. Within the context of the LATCH-ON program, the impact of individual instruction on the development of literacy is examined and discussed.

An action research investigation into the use of specific reading comprehension strategies with a group of six young adults with Down syndrome revealed a previously undocumented finding in the area of reading comprehension. This was a uniform deficit among the participants to understand the meanings of question words. This deficit was shown to have negative implications on literacy learning and assessment. For example, it affected their responses to strategic questioning; responses on assessments; maintenance of coherent, responsive dialogue; recall of prior knowledge, past experiences and texts; construction of meaning and their ability to retell. An intervention that focussed on the development of understanding the meanings of the question words "who, where, what, when, why and how" and the application of such understanding specifically in reading comprehension, was successfully implemented and is the focus of this paper. The findings suggest that the meanings of Question words should be taught prior to using questioning as a teaching strategy, and before administering assessments that require the learners to answer questions.

The teaching and learning of phonics are core elements of a balanced literacy program for people with intellectual disabilities. Studies have shown that individuals who have limited phonic and decoding skills will be unlikely to progress in their reading ability beyond an emergent level and are more likely to experience difficulty in comprehension. The authors discuss the challenges of integrating contemporary understandings about literacy practices (specifically the Four Resources Model) with a literacy program for a young adult with an intellectual disability. They identify three key strategies to meet these challenges: Knowing the learner; motivating the learner; and using multiple approaches and activities. These strategies and practical teaching approaches are illustrated with examples of the authors' work with a young man with Down syndrome. (Contains 3 tables and 4 figures.)

Explores how literacy is developed in communities of literacy practice. Reports on Literacy and Technology--Hands On (LATCH-ON), a 2-year literacy program for young adults with Down syndrome. Suggests that the concept of community has enabled the development of a program that supports these young adults and enhances their progress in literacy. (PM)

This article reports the implementation of a specific teaching program (STP) to improve the numeracy skills (place value) of a cohort of young adults with Down syndrome. The STP was based on a range of teaching strategies that research had shown were effective across various groups who have difficulties with numeracy learning. The participants were selected from a post school literacy program at the University of Queensland (Moni & Jobling, 2000). The twelve participants in the program were assessed using the Booker Profiles of Mathematics (Booker, 1995) and divided into three groups based on these profiles. The group chosen to participate in the STP showed the prerequisite skills in number recognition and counting needed to learn place value but had no prior knowledge of the concept. The other groups participated in a series of game sessions and did not receive the STP. The data comprised pre and post testing, field notes, classroom observations and family histories. The five participants in the STP showed improvements in their skill acquisition, including developing some understanding of place value. Our findings demonstrate that individuals with Down syndrome can learn basic numeracy concepts but due to the small sample size more research is required. [ABSTRACT FROM AUTHOR]

Having friends and being a friend defines us as human beings. Friends can play many roles in our lives, and without friends, life can become increasingly lonely. For young people, friends often take a counselling role in times of emotional stress, so loneliness or a life without friends who can understand the emotional contexts of friendships and "counsel" may affect a person's psychosocial quality of life. This paper describes a six session program that was designed to help a group of young adults with Down syndrome understand friendships better. The Down Syndrome Research Program LATCH-ON staff at the University of Queensland developed the program in conjunction with the Queensland Family Planning Association. During the sessions, the students explored and discussed various types of friendships and the emotions associated with them, using the students' own experiences and videos in conjunction with structured materials such as The Circle Concept (Smith, 1987) and Network Hand (Birch & Higgs, 1996). Some reflections from the authors' experiences with the program are provided. Future research directions are suggested. [ABSTRACT FROM AUTHOR]