Designing an Educational Application of Parental-Mediated Intervention and Its Effectiveness to Promote Reading Skills Among Slow-Paced Students with Down Syndrome

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Objectives: This study aimed to design an educational application of parental-mediated intervention and its effectiveness to promote reading skills in students with Down syndrome. Methods: This applied semi-experimental study is a pre-test- and post-test project, follow-up with the test and control groups which was conducted on twenty slow-paced students with Down syndrome in the range of 5 to 12 years old. Patients were randomly selected and classify into two groups; test and control. Wechsler IQ test, TOLD test and peabody picture vocabulary test (PPVT) were performed for students in the pre-test however; TOLD test was conducted as the post-test and a half month at 15-day after follow-up stage. Results: results showed α > 0.001 for reading skills between test and control groups; however the difference is remained sustainable in follow-up stage. Conclusions: Education with new educational technologies that focused on software may be helpful for children with Down syndrome and should be seriously considered. Family- centered parental-mediated intervention in order to promote reading skills application can be used for teaching children, families and educators.