{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/1846"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/1846","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Reading skills in Down syndrome: an examination of orthographic knowledge","abstract":"The primary purpose of the present study was to examine orthographic knowledge in a sample of individuals with Down syndrome (DS) in comparison to typically developing (TD) children matched on word identification ability. Phonological recoding was also compared across groups. A secondary purpose of the study was to estimate literacy rates in DS using parent reports. Results of the parent study revealed that most individuals with DS over the age of 5 years can read words. Results of the child study revealed that individuals with DS performed worse than TD controls on a measure of phonological recoding, but similarly on two measures of orthographic knowledge. Interestingly, the group with DS performed worse on a third measure of orthographic knowledge. The first two orthographic tasks both included real words as stimuli; the third orthographic task used letter patterns, but did not include real words. These results suggest that individuals with DS may have a relative strength in word-specific orthographic knowledge but not in general orthographic knowledge.","abstract_html":"The primary purpose of the present study was to examine orthographic knowledge in a sample of individuals with Down syndrome (DS) in comparison to typically developing (TD) children matched on word identification ability. Phonological recoding was also compared across groups. A secondary purpose of the study was to estimate literacy rates in DS using parent reports. Results of the parent study revealed that most individuals with DS over the age of 5 years can read words. Results of the child study revealed that individuals with DS performed worse than TD controls on a measure of phonological recoding, but similarly on two measures of orthographic knowledge. Interestingly, the group with DS performed worse on a third measure of orthographic knowledge. The first two orthographic tasks both included real words as stimuli; the third orthographic task used letter patterns, but did not include real words. These results suggest that individuals with DS may have a relative strength in word-specific orthographic knowledge but not in general orthographic knowledge.","abstract_has_math":false,"creators":["Loveall, Susan Janel"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Merrill, Edward C.","Ryan, Sarah M.","Swoszowski, Nicole C.","Scofield, Jason M.","Boles, David B."],"advisors":["Conners, Frances A."],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013","date_published":"2013","updated_at":"2026-07-27T18:44:27Z","subjects":["Developmental psychology","Cognitive psychology","Experimental psychology"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0001379","Loveall_alatus_0004D_11569"],"render_values":[{"text":"u0015_0000001_0001379","href":null,"code":true},{"text":"Loveall_alatus_0004D_11569","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/1846","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Merrill, Edward C.","Ryan, Sarah M.","Swoszowski, Nicole C.","Scofield, Jason M.","Boles, David B."]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Conners, Frances A."]},{"key":"dc:contributor.other","label":"Dc Contributor Other","values":["University of Alabama Tuscaloosa"]},{"key":"dc:creator","label":"Author","values":["Loveall, Susan Janel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-03-01T16:51:31Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-03-01T16:51:31Z"]},{"key":"dc:date.issued","label":"Date","values":["2013"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Developmental psychology","Cognitive psychology","Experimental psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0001379","Loveall_alatus_0004D_11569"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/1846"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["The primary purpose of the present study was to examine orthographic knowledge in a sample of individuals with Down syndrome (DS) in comparison to typically developing (TD) children matched on word identification ability. Phonological recoding was also compared across groups. A secondary purpose of the study was to estimate literacy rates in DS using parent reports. Results of the parent study revealed that most individuals with DS over the age of 5 years can read words. Results of the child study revealed that individuals with DS performed worse than TD controls on a measure of phonological recoding, but similarly on two measures of orthographic knowledge. Interestingly, the group with DS performed worse on a third measure of orthographic knowledge. The first two orthographic tasks both included real words as stimuli; the third orthographic task used letter patterns, but did not include real words. 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