Early Reading Intervention for Children with Down syndrome

This study is aimed to determine the relationship between the intervention (independent variable) with letter sounds, phonological awareness, and target words (dependent variable).

5 students were chosen for this research. After inclusion, they started their intervention. The baseline is using RTC intervention. The students who showed an increment in 2 out of 3 skills, will go to the treatment phase. The student who showed stable results for three consecutive days was also allowed to join the treatment phase. For treatment phase, the activities were adapted according to their behavioral phenotype.

For Chapter 4 (Results), I did not know how to present my statistical data, because I’m not good in SPSS. I do not know the suitable test to be carried out.

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