Early phonological awareness and reading skills in children with Down syndrome

Abstract This research evaluated the effectiveness of reading instruction targeting oral reading and phonological awareness for children with Down syndrome (affecting chromosome 21). The participants were 7 children ranging in age from 2 years, 11 months to 10 years, 8 months. Each child acted as his/her own control, with assessments of language, cognition, phonological awareness, word and short-passage comprehension, and oral reading ability conducted on four occasions (initially, preintervention, postintervention and delayed postintervention) over approximately a 12-month period. The intervention was conducted over 10 weekly sessions and involved individual instruction. The postintervention assessment results provided evidence that phonic reading instruction was generally effective in improving reading skills and phonological awareness of children with Down syndrome.

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Tangible User Interfaces: A New Trend in Interaction for Helping Children with Down Syndrome to Develop Reading Skills

Human–Computer Interaction Series - New Trends in Interaction, Virtual Reality and Modeling ◽

10.1007/978-1-4471-5445-7_7 ◽

2013 ◽

pp. 83-95

Author(s):

Pedro C. Santana ◽

Bárbara Paola Muro Haro

Keyword(s):

Down Syndrome ◽

User Interfaces ◽

Reading Skills ◽

Tangible User Interfaces ◽

Children With Down Syndrome

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

Intellectual and Developmental Disabilities ◽

10.1352/1934-9556-53.4.271 ◽

2015 ◽

Vol 53 (4) ◽

pp. 271-288 ◽

Cited By ~ 15

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.

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Phonological awareness in children with Down syndrome

Down Syndrome Research and Practice ◽

10.3104/reports.38 ◽

1994 ◽

Vol 2 (3) ◽

pp. 102-105 ◽

Cited By ~ 6

Author(s):

Ryka Evans

Keyword(s):

Down Syndrome ◽

Phonological Awareness ◽

Children With Down Syndrome

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

Child Language Teaching and Therapy ◽

10.1177/02656590211033013 ◽

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.

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