Reference information:

Chapman, R. S. (1997). Language development in children and

adolescents with down syndrome. Mental Retardation and
Developmental Disabilities Research Reviews, 3. Retrieved from
https://mnsu.ims.mnscu.edu/content/2016/297751420163001207M/Chapman,%201997.pdf.
Topics addressed:
The article did not discuss a specific study but addressed the findings
of many other studies. The studies looked into the relationship
between down syndrome and specific language impairment,
sensorimotor milestones, comprehension, language production
(including acquisition and deficits), differences in communication
between individuals with down syndrome, and the ways to effectively
intervene to bring communication up to a higher level.
Summary (include question, participants, methods, results)
The article started out giving a general overview of what down
syndrome is before it went into the communicative aspects of it.
Children with down syndrome typically appear to develop normally
during their first year of life but then start showing delays during the
second year of their life. The main issues children with down syndrome
have are with speech, joint attention, and prelinguistic communication.
Although children with down syndrome start speaking around the same
age as typically developing children, they are harder to understand
and accumulate a broad vocabulary slower. Their sentence length and
complexity of sentences are also slower to develop than typically
developing children. A study done by one of the authors found that
parents of children with down syndrome reported that communication
skills were weaker than socialization and daily living skills for their
children. Children and adolescents with down syndrome often omit
grammatical morphemes when speaking compared to their peers. The
article stressed the importance of getting the childs hearing checked
and giving speech therapy in the prelinguistic stage.
Assess: (follow link for assessment questions)
https://owl.english.purdue.edu/owl/resource/553/03/
The article included multiple sources of information and strayed away
from opinions and stereotypes. The language used was objective and
straightforward. It did not seem to over instate or under instate the
topics. The preface gave a nice preview and the audience seemed to
be anyone with a higher level of thinking who is interested in the
subject.
Reflect:
(How was this source helpful? How does it change how you think about
this topic? How does it support or argue your topic?
I thought the article was extremely helpful because it wasnt too broad
or too narrow. It gave some general information about down syndrome

and then went into discussing the communication aspects. It seemed

to go with all of the little facts that I know about down syndrome and I
am excited to see what more the presentation can tell me! It also
helped me to understand how to effectively give therapy for children
with down syndrome.
Annotated Bibliography Worksheet CDIS 402
(Adapted from
https://owl.english.purdue.edu/owl/resource/614/01/)