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Children and adolescents with Down syndrome present with greater difficulty in expressive language than nonverbal cognitive domains. As narratives involve an understanding of the relationship(s) between events and their verbal expression, this divergence has implications for understanding narrative abilities in persons with Down syndrome. In this project,(More)
A large body of research has linked deficient phono-logical awareness, specifically phonemic awareness, in kindergarten and the early grades with poor reading achievement (Blachman, 1997). Although not all children with poor phonological awareness have difficulties learning to read, most do. Torgesen, Wagner, and Rashotte (1994) reported that children who(More)
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