The development of numerical skills in children with Down syndrome is an area of research that has been neglected in the literature despite overwhelming evidence of its importance, both pedagogically, and for everyday functioning. The present study examines two important sub-skills of numeracy. Twelve boys with Down syndrome were compared to 24 typically developing boys (matched on verbal mental age and on chronological age) on two novel, computerized tasks designed to measure sequential processing and counting. Boys with Down syndrome performed comparably to both groups of typically matched controls on the sequential task. However, differences emerged when boys with Down syndrome were required to point and attribute meaning to each step on the counting task. These findings offer novel insights into the development of number skills and provide important data that can aid in the creation of syndrome-specific education strategies to maximize the potential of children with Down syndrome.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.100218 |
| Date | January 2007 |
| Creators | Waxman, Natalie. |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Educational and Counselling Psychology.) |
| Rights | © Natalie Waxman, 2007 |
| Relation | alephsysno: 002666236, proquestno: AAIMR38473, Theses scanned by UMI/ProQuest. |
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