scholarly journals Reading Skills in Down Syndrome: An Examination of Orthographic Knowledge

2016 ◽  
Vol 121 (2) ◽  
pp. 95-110 ◽  
Author(s):  
Susan J. Loveall ◽  
Frances A. Conners
Keyword(s):  
Down Syndrome ◽  
Reading Skills ◽  
Word Identification ◽  
Relative Strength ◽  
Orthographic Knowledge ◽  
Typical Development ◽  
Phonological Recoding ◽  
Simple View Of Reading ◽  
Simple View ◽  
The Third

Abstract The primary goal of this study was to examine the word identification domain of the Simple View of Reading in participants with Down syndrome (DS) by comparing them to participants with typical development (TD) matched on word identification ability. Two subskills, phonological recoding and orthographic knowledge, were measured. Results revealed that individuals with DS performed similarly to controls on 2 measures of orthographic knowledge, but more poorly on phonological recoding and a third measure of orthographic knowledge. The first two orthographic tasks included real words as stimuli; the third task used letter patterns, not real words. These results suggest that individuals with DS may have a relative strength in word-specific orthographic knowledge but not in general orthographic knowledge.

scholarly journals Examining the simple view of reading in Kiswahili: Longitudinal evidence from Kenya

2021 ◽  
Vol 90 ◽  
pp. 102044
Author(s):  
Brenda A. Wawire ◽  
Benjamin Piper ◽  
Xinya Liang
Keyword(s):  
Simple View Of Reading ◽  
Simple View

scholarly journals Single-Word Speech Intelligibility in Children and Adults With Down Syndrome

2018 ◽  
Vol 27 (1) ◽  
pp. 222-236 ◽  
Author(s):  
Alyssa Wild ◽  
Houri K. Vorperian ◽  
Ray D. Kent ◽  
Daniel M. Bolt ◽  
Diane Austin
Keyword(s):  
Down Syndrome ◽  
Speech Intelligibility ◽  
Word Identification ◽  
Typically Developing ◽  
Single Word ◽  
Vowel Production ◽  
Adult Men ◽  
Age Related ◽  
Assessment And Treatment ◽  
High Vowels

Purpose A single-word identification test was used to study speech production in children and adults with Down syndrome (DS) to determine the developmental pattern of speech intelligibility with an emphasis on vowels. Method Speech recordings were collected from 62 participants with DS aged 4–40 years and 25 typically developing participants aged 4–7 years. Panels of 5 adult lay listeners transcribed the speech recordings orthographically, and their responses were scored in comparison with the speakers' target words. Results Speech intelligibility in persons with DS improved with age, especially between the ages of 4 and 16 years. Whereas consonants contribute to intelligibility, vowels also played an important role in reduced intelligibility with an apparent developmental difference in low versus high vowels, where the vowels /æ/ and/ɑ/ developed at a later age than /i/ and /u/. Interspeaker variability was large, with male individuals being generally less intelligible than female individuals and some adult men having very low intelligibility. Conclusion Results show age-related patterns in speech intelligibility in persons with DS and identify the contribution of dimensions of vowel production to intelligibility. The methods used clarify the phonetic basis of reduced intelligibility, with implications for assessment and treatment.

Examining an extended simple view of reading in Chinese: The role of naming efficiency for reading comprehension

2017 ◽  
Vol 51 ◽  
pp. 293-302 ◽  
Author(s):  
Connie Suk-Han Ho ◽  
Mo Zheng ◽  
Catherine McBride ◽  
Lucy Shih Ju Hsu ◽  
Mary M.Y. Waye ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Simple View Of Reading ◽  
Simple View

scholarly journals The Contributions of Language Skills and Comprehension Monitoring to Chinese Reading Comprehension: A Longitudinal Investigation

2021 ◽  
Vol 12 ◽  
Author(s):  
Aiping Zhao ◽  
Ying Guo ◽  
Shuyan Sun ◽  
Mark H. C. Lai ◽  
Allison Breit ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Language Skills ◽  
Orthographic Knowledge ◽  
Comprehension Monitoring ◽  
Chinese Reading ◽  
Syntactic Knowledge ◽  
Comprehension Skills ◽  
Grade 3 ◽  
Reading Comprehension Skills

This study examined how vocabulary, syntactic knowledge, and orthographic knowledge are related to comprehension monitoring and whether comprehension monitoring mediates the relations between these language skills and reading comprehension. Eighty-nine Chinese children were assessed on their vocabulary, syntactic knowledge, orthographic knowledge, and comprehension monitoring in Grade 1. Their reading comprehension skills were assessed in Grade 1 and Grade 3. Results showed that in Grade 1, comprehension monitoring mediated the relations between vocabulary and syntactic knowledge and reading comprehension. For Grade 3 reading comprehension, syntactic knowledge in Grade 1 was the only significant predictor. These findings indicate that multiple language skills make direct and indirect contributions via comprehension monitoring to Chinese reading comprehension, and the relations would change as children’s reading skills develop.

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