The Effectiveness of Linguistic Games on the Reading Performance of Students with Down Syndrome

Subject Areas : Adolescent health

Parvin Dabiryan ¹ , Parviz Sharifi daramadi ^{2 *} , Mohammad Asgari ³ , Mohammadparsa Azizi ⁴ , Majid Ebrahimpour ⁵

1 - PhD student, University of Research Sciences, Tehran, Iran [e-mail]
2 - (Corresponding author), Associate Professor, Department of Psychology and Education of Exceptional Children, Allameh Tabatabaei University, Tehran, Iran, [e-mail], tell:09183372760
3 - Faculty member, University of Hamadan, [e-mail]
4 - Assistant Professor, Department of Psychology and Education of Exceptional Children, Islamic Azad University, Science and Research Branch, Tehran, Iran. [e-mail]
5 - Faculty member, Azad University, Research Sciences Branch, Tehran, Iran [e-mail]

Received: 2025-05-28 Accepted : 2025-07-15 Published : 2025-07-11

Keywords: Down syndrome, dyslexia, Linguistic games, reading performance, students,

Abstract :

Introduction: Reading is a key skill in the cognitive and academic development of children, often presenting significant challenges for those with Down syndrome. This study aimed to determine the impact of linguistic games on the reading performance and social skills of students with Down syndrome.Research Method: The statistical population included all male and female students with Down syndrome in grades 2 to 4 at special schools in Tehran during the 2023–2024 academic year (N=120). Using purposive sampling, 40 students were selected and randomly assigned to experimental (n=20) and control (n=20) groups. Data were collected using the Reading and Dyslexia Questionnaire (NAMA). The experimental group participated in 15 sessions of linguistic games, while the control group received no intervention. Data analysis was conducted using SPSS software and analysis of covariance (ANCOVA).Findings: Statistical analysis revealed a significant difference in reading performance scores between the two groups in the post-test phase (p < 0.05), with linguistic games explaining approximately 31% of the variance in reading performance.Conclusion: The findings indicate that linguistic games, by activating phonological processes, working memory, and language skills, significantly enhance the reading performance of students with Down syndrome. Therefore, the design and implementation of such games in educational and rehabilitation centers for children with special needs can be recommended as part of effective clinical interventions.

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