Training reading and phoneme awareness skills in children with Down syndrome

Goetz, Kristina; Hulme, Charles; Brigstocke, Sophie; Carroll, Julia M.; Nasir, Louise; Snowling, Margaret J.

doi:10.1007/s11145-007-9089-3

Cited by 60 publications

(90 citation statements)

References 38 publications

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“…Mais raros são os que investigam o desempenho de alunos brasileiros com SD em programas de intervenção em consciência fonológica (MOUSSATCHÉ, 2001;SÁS, 2009;LAVRA-PINTO, 2009;BARBY, 2013;BARBY;GUIMARÃES, 2013). Os estudos estrangeiros com intervenção em consciência fonológica realizados com participantes com SD também são recentes e em pequeno número (GOETZ et al, 2008;LEMONS;FUCHS, 2010;COLOGON;CUPPLES;WYVER, 2011;BURGOYNE et al, 2012;BAYLIS;SNOWLING, 2012).…”

Section: Barby Aaom and Guimarães Srkunclassified

Desenvolvimento de Habilidades Metafonológicas e Aprendizagem da Leitura e da Escrita em Alunos com Síndrome de Down

Barby

2016

Rev. bras. educ. espec.

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RESUMO: este artigo teve como objetivo investigar os resultados produzidos pela aplicação de um programa de intervenção pedagógica que englobou o ensino do alfabeto associado ao treinamento de habilidades metafonológicas com vistas à aprendizagem da leitura e escrita. Participaram da pesquisa cinco crianças e adolescentes com Síndrome de Down, com idades entre 9 e 15 anos que estavam iniciando o processo de alfabetização. A pesquisa contou com a aplicação de pré-teste, intervenção, pós-teste 1 e pós-teste 2. No pré-teste e nos pós-testes 1 e 2 foram aplicados testes de vocabulário, consciência fonológica, prova de conhecimento de letras, e prova de leitura e de escrita de palavras e pseudopalavras. Durante a intervenção foi implementado um programa de ensino dos nomes e sons das letras, associado ao treinamento de habilidades metafonológicas com ênfase no processamento fonológico. Os resultados mostram que o ensino explícito dos nomes e sons das letras, associado ao treinamento de habilidades metafonológicas e das conexões entre fonemas e grafemas possibilitou aos alunos com Síndrome de Down a compreensão do princípio alfabético e aprendizagem da leitura e da escrita. Conclui-se que as habilidades desenvolvidas na intervenção possibilitaram, por meio da mediação fonológica, aos participantes a aprendizagem inicial da linguagem escrita. PALAVRAS-CHAVE: Educação Especial. Síndrome de Down. Habilidades Metafonológicas.ABSTRACT: The objective of this study was to investigate the results from the application of a pedagogical intervention program that included alphabet teaching associated with metaphonological skills aiming to promote reading and writing learning. Five children and adolescents with Down Syndrome aged 9-15 years starting the alphabetization process were included. The study included the application of a pre-test, intervention, a post-test1, and a post-test2. In the pre-test, post-test1 and post-test2, vocabulary, phonological awareness, knowledge of letters, reading and writing of words and pseudo words were evaluated. During the intervention, a program was implemented to teach the names and sounds of letters associated with the metaphonological skills training emphasizing the phonological processing. Results show that the explicit teaching of names and sounds of letters, associated with metaphological skills and connections between phonemes and graphemes enabled the students with Down Syndrome to understand the alphabetic principle and acquire initial reading and writing skills. It is concluded that the skills developed during the intervention, through phonological mediation, enabled the participants to acquire initial learning of written language.

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Section: Barby Aaom and Guimarães Srkunclassified

Desenvolvimento de Habilidades Metafonológicas e Aprendizagem da Leitura e da Escrita em Alunos com Síndrome de Down

Barby

2016

Rev. bras. educ. espec.

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“…In one such study, Goetz et al (2008) evaluated a reading intervention programme delivered by trained teaching assistants to 15 children with DS attending mainstream schools. The programme placed an emphasis on phonological skills at the phoneme level (including segmentation and blending exercises), letter-sound skills and reading from books.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a phonological reading programme for children with Down syndrome

Baylis

Snowling

2012

Child Language Teaching and Therapy

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This article reports the evaluation of a 10-week phonologically-based literacy programme involving 10 children with Down syndrome (DS). At the outset, each child relied on a whole word method of reading with no apparent use of decoding strategies. The reading and phonological skills of the children were assessed twice prior to undertaking the training (baseline), at the end of training and after three months. The literacy programme targeted phonological skills at the onset-rime level, alphabet work, word analysis and whole word reading within the context of reading books. The results showed a significant improvement in word reading skill and alphabet knowledge for the group, with 4 children developing a decoding strategy for the reading of unfamiliar words. Reading progress was maintained for the majority of children three months after the training programme had finished. Thus, a teaching programme incorporating phonological word analysis can be beneficial to individuals with DS but there is considerable variability in response.

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“…Reading interventions which have included intensive phonics-based instruction including letter knowledge, early word recognition and phoneme segmentation and blending have reported positive results [19,20]. Researchers have reported gains on measures of phonological awareness, letter knowledge and non-word reading abilities.…”

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confidence: 99%

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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Training reading and phoneme awareness skills in children with Down syndrome

Cited by 60 publications

References 38 publications

Desenvolvimento de Habilidades Metafonológicas e Aprendizagem da Leitura e da Escrita em Alunos com Síndrome de Down

Desenvolvimento de Habilidades Metafonológicas e Aprendizagem da Leitura e da Escrita em Alunos com Síndrome de Down

Evaluation of a phonological reading programme for children with Down syndrome

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

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