Exploring Phonological Awareness Skills in Children With Intellectual Disability

2017 ◽  
Vol 122 (6) ◽  
pp. 476-491 ◽  
Author(s):  
Rachel Sermier Dessemontet ◽  
Anne-Françoise de Chambrier ◽  
Catherine Martinet ◽  
Urs Moser ◽  
Nicole Bayer
Keyword(s):  
Intellectual Disability ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Typically Developing ◽  
Early Reading Skills ◽  
Phoneme Blending ◽  
And Gender ◽  
Rhyme Detection ◽  
Phoneme Detection ◽  
Children With Intellectual Disability

Abstract The phonological awareness skills of 7- to 8-year-old children with intellectual disability (ID) were compared to those of 4- to 5-year-old typically developing children who were matched for early reading skills, vocabulary, and gender. Globally, children with ID displayed a marked weakness in phonological awareness. Syllable blending, syllable segmentation, and first phoneme detection appeared to be preserved. In contrast, children with ID showed a marked weakness in rhyme detection and a slight weakness in phoneme blending. Two school years later, these deficits no longer remained. Marked weaknesses appeared in phoneme segmentation and first/last phoneme detection. The findings suggest that children with ID display an atypical pattern in phonological awareness that changes with age. The implications for practice and research are discussed.

scholarly journals RESILIENCY PROFILES OF CHILDREN WITH INTELLECTUAL DISABILITY AND THEIR TYPICALLY DEVELOPING PEERS

2013 ◽  
Vol 50 (10) ◽  
pp. 1032-1043 ◽  
Author(s):  
Linda Gilmore ◽  
Marilyn Campbell ◽  
Ian Shochet ◽  
Clare Roberts
Keyword(s):  
Intellectual Disability ◽  
Typically Developing ◽  
Children With Intellectual Disability

Music Training and Reading Readiness

2011 ◽  
Vol 29 (2) ◽  
pp. 157-163 ◽  
Author(s):  
Christine D. Tsang ◽  
Nicole J. Conrad
Keyword(s):  
Phonological Awareness ◽  
Auditory Processing ◽  
Reading Ability ◽  
Reading Skills ◽  
Music Perception ◽  
Music Training ◽  
Cognitive Domains ◽  
Early Reading Skills ◽  
Reading Abilities ◽  
Age Range

several reports have noted significant associations among phonological awareness, early reading skills, and music perception skills in young children. We examined whether music processing skills differentially predicted reading performance in a broad age range of 69 children with and without formal music training. Pitch perception was correlated with phonological awareness, a finding consistent with the hypothesis that basic auditory processing skills underlie the association between music and reading abilities. Nevertheless, the correlation between music skills and reading skills was affected by the presence of formal music training: pitch discrimination predicted reading ability only in children without formal music training. Studies examining the association between music perception and reading (and perhaps other cognitive domains as well) should not ignore the factor of music training.

scholarly journals DESCRIPTIVE ANALYSIS OF PHONOLOGICAL ASPECTS AMONG HINDI-SPEAKING CHILDREN WITH INTELLECTUAL DISABLITY

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Ramandeep Kaur ◽  
T. A. Subbarao
Keyword(s):  
Intellectual Disability ◽  
Indian Population ◽  
Descriptive Analysis ◽  
Speech Sound ◽  
Speech Disorders ◽  
Typically Developing ◽  
Older Children ◽  
Typically Developing Children ◽  
Error Patterns ◽  
Children With Intellectual Disability

Phonology refers to the speech sound systems of a language. The term ‘phonemic’ refers to speech sound use. Most of the previous research reveals that phonological skills develop with age and thus older children had more accurate speech and fewer error patterns in their speech. The present study aimed to obtain extensive phonological data among in Hindi-speaking typically developing children across age-matched children with intellectual disability. The results revealed that phonology develops significantly with the age. Thus, older children had more accurate production and fewer error patterns in their speech relative to younger group. Also, typically developing children had a better control over their phonological aspects compared to children with intellectual disability.  A comparison with related studies has been discussed clearly in the paper which reveals a number of studies supporting the finding. The present study has significant implications for assessment of developmental speech disorders among Hindi-speaking Indian population. 

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