Lonigan, Burgess, Anthony & Barker, 1998 Of phonological awareness understanding have become crucial because phonological awareness abilities consistently predict reading ability in typically developing Acquisition of these skills has been found to be essential to the development of literacy. Phonological awareness refers to the broad range of skills in the awareness and manipulation of sound structures at the syllable, onset/rime and phonemic level (e.g.Ĭounting of syllables, rhyming and isolating initial phonemes). Therefore, it is necessary to investigate literacy development in children with Down syndrome, to determine if the distinct profiles of development in other areas Despite an increase in the number of children with Down syndrome learning to read, little is known about the skills that underlie literacy acquisition for theseĬhildren ( Cossu, Rossini & Marshall, 1993 įowler, Doherty & Boynton, 1995). Processing relative to other children with cognitive impairment ( Chapman, Seung, Schwartz & Kay-Raining Bird, 1998 Mounting evidence suggests that children with Down syndrome display unique developmental characteristics in the areas of speech, language, memory, and auditory (2003) Early phonological awareness and reading skills in children with Down syndrome.ĭown Syndrome Research and Practice, 8(3), 100-109. Further research is needed to determine the best methods ofĪssessment and intervention for phonological awareness in children with Down syndrome. Written word recognition ability was correlated with tests of phonemic awareness, and errorĪnalysis of the spelling and nonword reading tasks suggested grapheme phoneme connections deficits. Only one of the participants was able toĭemonstrate rhyme awareness, which may have been due to task effects. These deficits are in addition to delays caused by reduced cognitive skills. To reduced phonological awareness skills. The results suggest that children with Down syndrome are at risk for reading acquisition difficulties due Hearing acuity, speech perception, and auditory visual memory. The assessment battery examined the skills of phonological awareness, literacy, speech production, expressive language, Of tasks were adapted from the literature. Due to the paucity of standardised phonological awareness measures for children with special needs, in particular children with Down syndrome, a variety 9 children with Down syndrome (5 6 - 8 10 years) participated in this However, there is inconclusive evidence about these skills in younger children with Down syndrome. Phonological awareness contributes to literacy development in typically developing children, The processes underlying literacy skills in this special population. Increasingly, children with Down syndrome receive literacy instruction with the expectation of acquiring functional reading skills. Early phonological awareness and reading skills in children with Down syndrome
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