Parental and Assistive Technology-based Early Literacy Intervention for Preschooler with Down Syndrome

Abstract

The main purpose of this case study was to explore parental and assistive technology-based early literacy intervention. A preschooler with Down syndrome and his mother were selected to participate in this intervention. Phonological Awareness Literacy Screening for Preschool (PALS-Pre K) was used to test the proficiency of letter knowledge and the beginning sound awareness of this child. The mother then participated in a parental training session and practised the intervention for 3 weeks at home. The results of this study successfully demonstrated an increased level of proficiency in mastering letter knowledge and the beginning sound awareness skills. This article proposes the integration of assistive technology in early literacy intervention as a medium of teaching and learning stimulant to help parents educate their children with more confidence.