Personal narrative skills of school‐aged children with Down syndrome

Bysterveldt, Anne K. van; Westerveld, Marleen F.; Gillon, Gail; Foster‐Cohen, Susan

doi:10.1111/j.1460-6984.2011.00085.x

Cited by 28 publications

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“…The current study is the first attempt to describe literacy development of a large cohort of children with DS receiving the New Zealand national curriculum and is part of a comprehensive suite of studies examining the home literacy [38] and school literacy environment [van Bysterveldt andGillon, unpubl. data] as well as their oral narrative and speech production abilities [[39]; van Bysterveldt and Gillon, unpubl. data].…”

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A Descriptive Study Examining Phonological Awareness and Literacy Development in Children with Down Syndrome

Bysterveldt

Gillon

2014

Folia Phoniatr Logop

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Objective and Method: This article describes the profiles of a cohort of 77 New Zealand children with Down syndrome (aged between 5 and 14 years) in areas of particular importance to reading development, namely phonological awareness, word level reading and letter knowledge. Assessment of reading accuracy and comprehension of connected text, as well as further phonological awareness knowledge, was measured in 25 of the more advanced readers in this cohort. Results: The findings showed the expected development with increasing age for letter knowledge, phoneme level awareness and reading tasks. Forty-two percent scored significantly above chance on a phoneme identity task, and most of the participants knew more letter names than letter sounds. Only 17% of the group scored above chance on a rhyme oddity task, and rhyme knowledge was not significantly correlated with age. The majority of the participants could read 1 or more words in isolation and 6.5% demonstrated word level reading at a 7- to 8-year level. Phoneme awareness and letter sound knowledge significantly contributed to word level reading performance. In-depth assessment for the more advanced readers suggested the participants had a comparative strength in reading accuracy compared to reading comprehension and found phonological awareness blending tasks easier than phonological segmentation tasks. Only 1 participant demonstrated strength on a rhyme generation task. Conclusion: Discussion focuses on the implications of better understanding the differing language profiles of children with Down syndrome for enhancement of their educational success.

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confidence: 99%

A Descriptive Study Examining Phonological Awareness and Literacy Development in Children with Down Syndrome

Bysterveldt

Gillon

2014

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“…Uma considerável quantidade de pesquisas tem focado o desenvolvimento de linguagem na SD Dodd, Thompson, 2001;Vicari et al, 2002;Abbeduto et al, 2003;Iverson et al, 2003;Mervis, Robinson, 2005;Limongi et al, 2006;O'Toole, Chiat, 2006;Abbeduto et al, 2007;Andrade, Limongi, 2007;Joffe, Varlokosta, 2007;Roberts et al, 2007a, b;Caselli et al, 2008;Price et al, 2008;Barnes et al, 2009;Marques, Limongi, 2011;Kover et al, 2012;Van Bysterveldt et al, 2012 (Rondal, 2009).…”

Section: Befi-lopes (2004) E Araújo (2007) Tais Modificações Foram Punclassified

“…Esses estudos, que utilizam a EME como forma de avaliação do desenvolvimento das habilidades linguísticas ou como forma de pareamento entre grupos, apresentam seus participantes organizados por IM, por vocabulário, por níveis de desenvolvimento lexical ou morfossintático (Hesketh, Chapman, 1998;Vicari et al, 2000;Berglund et al, 2001;Chapman et al, 2002;Eadie et al, 2002;Vicari et al, 2002;Laws, 2004;Miolo et al, 2005;Chapman, 2006;Miles et al, 2006;McDuffie et al, 2007;Price et al, 2008;de Falco et al, 2011;Kover et al, 2012;Van Bysterveldt et al, 2012). Ressalta-se que tais pesquisadores contam com o auxílio de testes padronizados, em particular para a língua inglesa, o que não ocorre para a língua portuguesa falada no Brasil.…”

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“…Apesar de a literatura apontar para uma maior EME em situações narrativas (Eisenberg et al, 2001;Miles et al, 2006), a população com SD, foco do presente estudo, apresenta dificuldades nesse tipo de produção no que se refere à coesão e à relação entre eventos (Boudreau, Chapman, 2000;Roberts et al, 2007b;Martin et al, 2009;Van Bysterveldt et al, 2012).…”

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“…Os trabalhos direcionados para o desenvolvimento linguístico da SD Dodd, Thompson, 2001;Vicari et al, 2002;Abbeduto et al, 2003;Iverson et al, 2003;Mervis, Robinson, 2005;Limongi et al, 2006;O'Toole, Chiat, 2006;Abbeduto et al, 2007;Andrade, Limongi, 2007;Joffe, Varlokosta, 2007;Roberts et al, 2007a, b;Caselli et al, 2008;Barnes et al, 2009;Marques, Limongi, 2011;Kover et al, 2012;Van Bysterveldt et al, 2012) Vicari et al, 2000;Dodd, Thompson, 2001;Layton, 2001;Grela, 2002;Abbeduto et al, 2003;Laws, Bishop, 2004;Yoder et al, 2006;McDuffie et al, 2007;Roberts et al, 2007b;Caselli et al, 2008;Martin et al, 2009;Rondal, 2009), que demonstra ser um marcador clínico linguístico para essa população.…”

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Extensão média do enunciado em crianças com síndrome de Down

Carvalho¹

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Narrative Skills of Youth with Down Syndrome: a Comprehensive Literature Review

Segal

Pesco

2015

J Dev Phys Disabil

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Given the role that narratives play in organizing experience, as well as their contribution to social interaction and literacy development, children's narrative skills have received considerable research attention. This paper provides a comprehensive review and thematic analysis of 30 studies conducted over the last three decades on the narrative skills of children and adolescents with Down syndrome. Themes include the global structure of their narratives, narrative comprehension, and use of vocabulary and grammar. The review demonstrates that youth with Down syndrome have basic narrative skills, generally consistent with individuals of the same mental age or language ability, suggesting a delayed rather than an atypical pattern of development. The narrative profile emerging from the review indicates several ways narratives may be facilitated in children and adolescents with Down syndrome. These include a greater focus on personal narratives accompanied by the use of visual supports. The review revealed very few intervention studies, suggesting an important direction for future research.Oral narratives have often been described as a primary and universal way that people organize and make sense of their experience (Polkinghorne 1988; Wells 1986). Indeed, narratives or 'stories' of past, future, or imagined events are ubiquitous in our daily lives; they are present in conversations, ceremonies, books, television, and play, ranging from early pretend to video games. Thus, the ability to understand and tell stories has an important role in social and communicative functioning. Moreover, given that stories are often read aloud by educators in early childhood settings and expected to J Dev Phys Disabil

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Personal narrative skills of school‐aged children with Down syndrome

Abstract: The findings highlight the difficulties children with Down syndrome have in producing personal narratives, despite exposure to a national English curriculum that encourages children to develop and convey 'personal voice'. Clinical implications of these findings will be presented.

Cited by 28 publications

References 27 publications

A Descriptive Study Examining Phonological Awareness and Literacy Development in Children with Down Syndrome

A Descriptive Study Examining Phonological Awareness and Literacy Development in Children with Down Syndrome

Extensão média do enunciado em crianças com síndrome de Down

Narrative Skills of Youth with Down Syndrome: a Comprehensive Literature Review

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