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We commonly call syntax grammar; syntax deals with the order of words in sentences, and the functions they perform. Morphology deals with parts of words (morphemes), such as prefixes and suffixes that indicate structural relationships (for example, past verb endings). Syntax and morphology are closely related and are generally studied together, which is why we often call this area of ​​language morphosyntax.

Researchers have found that children with Down syndrome have more difficulty with expressive and receptive morphosyntax than other children of the same mental age. In other words, even if an IQ test shows that your ten-year-old usually performs at the level of a seven-year-old, his morphosyntax (grammatical) skills are likely to be inferior to those of a seven-year-old in the ordinary population. Grammar and word order are abstract concepts and therefore more difficult to learn. Also, many grammar markers (such as the ending indicating the past tense), come at the end of words, are pronounced more softly, and are more difficult to hear. Expressive morphosyntax is the most difficult area, but receptive morphosyntax also presents difficulties for children with Down syndrome.

They have more difficulty remembering what they hear than what they see. This means that they have difficulty remembering ambient sounds, words, and other verbal information. In one study, they were found to retain less information than ordinary developing children of the same mental age, when it came to remembering stories and numbers that had been read aloud. Other researchers suggest that children with Down syndrome have a specific auditory-verbal memory deficit. In general, their verbal retentive memory is considerably lower than that of children of ordinary development. For example, they tend to score poorly on number retention tests that are sometimes included in IQ tests (in which they are asked to repeat longer and longer sequences of numbers that the examiner tells them) ).

Oro-sensory skills are the ability to receive and process sensations in and around the mouth, including touch, perception and recognition that help the child to perceive where her tongue is inside the mouth.


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