1. Burgoyne, K., Duff, F.J., Clarke, P.J., Buckley, S., Snowling, M.J. and Hulme, C. (2012). Efficacy of a reading and language intervention for children with Down syndrome: a randomised controlled trial. Journal of Child Psychology and Psychiatry, 53: 1044-1053. doi:10.1111/j.1469-7610.2012.02557.x
  2. Carroll, J.M., Bowyer-Crane, C., Duff, F.J., Hulme, C. and Snowling, M.J. (2010). Developing language and literacy. Wiley-Blackwell. ISBN: 978-0-470-71186-6 (Hardcover) Buy from (US) | Buy from (UK)
  3. Hatcher, P.J., Hulme, C., and Ellis, A.W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development, 65, 41-57.
  4. Goetz, K., Hulme, C., Brigstocke, S., Carroll, J.M., Nasir, L., and Snowling, M.J. (2008). Training reading and phoneme awareness skills in children with Down syndrome. Reading and Writing, 21, 395-412.
  5. Duff, F.J., Fieldsend, E., Bowyer-Crane, C., Hulme, C., Smith, G., Gibbs, S., and Snowling, M.J. (2008). Reading with vocabulary intervention: Evaluation of an instruction for children with poor response to reading intervention. Journal of Research in Reading, 31, 319-36. doi:10.1111/j.1467-9817.2008.00376.x
  6. Abbeduto, L., Warren, S.F., and Conners, F.A. (2007). Language development in Down syndrome: From the prelinguistic period to the acquisition of literacy. Mental Retardation and Developmental Disabilities Research Reviews, 13, 247-261. doi:10.1002/mrdd.20158
  7. Fidler, D.J. and Nadel, L. (2007). Education and children with Down syndrome: Neuroscience, development, and intervention. Mental Retardation and Developmental Disabilities Research Reviews., 13: 262-271. doi:10.1002/mrdd.20166
  8. Jarrold C., Baddeley A.D. (2001). Short-term memory in Down syndrome: Applying the working memory model. Down Syndrome Research and Practice. 7(1), 17-23. doi:10.3104/reviews.110
  9. Byrne A., MacDonald J., Buckley S.J. (2002). Reading, language and memory skills: A comparative longitudinal study of children with Down syndrome and their mainstream peers. British Journal of Educational Psychology. 72(4), 513-529. doi:10.1348/00070990260377497

Further information

For further information, please select from the following: