designing an educational application of parental-mediated intervention and its effectiveness to promote reading skills among slow-paced students with down syndrome

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 wasconductedontwenty slow-paced students withdownsyndromein the range of 5 to 12 years old. patients wererandomly selected andclassify intotwogroups; testandcontrol.wechsler iq test, toldtestandpeabodypicture 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.