scholarly journals Phonological awareness in children with Down syndrome

2002 ◽  
Vol 8 (1) ◽  
pp. 11-18 ◽  
Author(s):  
Helen Fletcher ◽  
Sue Buckley
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Children With Down Syndrome

Adapting Phonological Awareness Interventions for Children With Down Syndrome Based on the Behavioral Phenotype: A Promising Approach?

2015 ◽  
Vol 53 (4) ◽  
pp. 271-288 ◽  
Author(s):  
Christopher J. Lemons ◽  
Seth A. King ◽  
Kimberly A. Davidson ◽  
Cynthia S. Puranik ◽  
Deborah Fulmer ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Single Case ◽  
Functional Relation ◽  
Behavioral Phenotype ◽  
Future Research ◽  
Single Case Design ◽  
Children With Down Syndrome ◽  
Alphabetic Language ◽  
Case Design

Abstract Many children with Down syndrome demonstrate deficits in phonological awareness, a prerequisite to learning to read in an alphabetic language. The purpose of this study was to determine whether adapting a commercially available phonological awareness program to better align with characteristics associated with the behavioral phenotype of Down syndrome would increase children's learning of phonological awareness, letter sounds, and words. Five children with Down syndrome, ages 6 to 8 years, participated in a multiple baseline across participants single case design experiment in which response to an adapted phonological awareness intervention was compared with response to the nonadapted program. Results indicate a functional relation between the adapted program and phonological awareness. Suggestions for future research and implications for practice are provided.

Phonological awareness intervention using a standard treatment protocol for individuals with Down syndrome

2021 ◽  
pp. 026565902110330
Author(s):  
Alison Hessling Prahl ◽  
Ragan Jones ◽  
C Melanie Schuele ◽  
Stephen Camarata
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Small Group ◽  
Group Intervention ◽  
Standard Treatment ◽  
Visual Analysis ◽  
Single Case ◽  
Treatment Protocol ◽  
Functional Relation ◽  
Children With Down Syndrome

This multiple baseline across-participants single case desgin study examined the effect of small group, phonological awareness intervention on the phonological awareness skills of three school-age children with Down syndrome. Each child with Down syndrome was paired with a typical peer to participate in small group intervention, three sessions per week for seven weeks. Lessons from a single unit in the Intensive Phonological Awareness Program were adapted to incorporate repeated exposure to the curriculum and increased opportunities for practice. A functional relation between the intervention and improved phonological awareness skills was not established based on visual analysis of the probe data across the three participants. However, an increasing therapeutic trend following delayed treatment effects as well as an increase in phase means from baseline to intervention was observed for each participant. This investigation provides preliminary guidance for adapting phonological awareness standard treatment protocols for children with Down syndrome by providing repeated opportunities for practice and including peers in small group intervention.

Effectiveness of Decoding and Phonological Awareness Interventions for Children with down Syndrome

2012 ◽  
Vol 79 (1) ◽  
pp. 67-90 ◽  
Author(s):  
Christopher J. Lemons ◽  
Alicia A. Mrachko ◽  
Douglas E. Kostewicz ◽  
Matthew F. Paterra
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Children With Down Syndrome

Reading and Phonological Awareness in Children With Down Syndrome: A Longitudinal Study

2000 ◽  
Vol 9 (4) ◽  
pp. 319-330 ◽  
Author(s):  
Elizabeth Kay-Raining Bird ◽  
Patricia L. Cleave ◽  
Lyndsey McConnell
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Reading Ability ◽  
Literacy Learning ◽  
Auditory Memory ◽  
Intelligence Scale ◽  
Children With Down Syndrome ◽  
Word Attack ◽  
Mental Age ◽  
Resource Rooms

Many children with Down syndrome (DS) are capable of developing some reading and writing abilities. The purpose of this study was to further the knowledge of literacy learning and factors that influence that learning in children with DS. Twelve elementary school children with DS were followed over a 4.5-year period. All the children attended regular education classrooms with personal aides and resource rooms as support. Measures of the children’s reading, language, cognitive, and phonological awareness abilities were collected three times. Analyses demonstrated that some reading ability was present in all but one of the children by the end of the study. Phonological awareness and word attack skills did not keep pace with word recognition abilities in these children. When age and mental age (i.e., the mean of the age-equivalent scores from the Pattern Analysis and Bead Memory subtests of the Stanford Binet Intelligence Scale, 4 th edition) were partialled out, word attack skill was uniquely predicted by measures of phoneme segmentation and auditory memory as well. Clinical implications of the findings are discussed.

Sign in / Sign up

Export Citation Format

Share Document