Exploring Phonological Awareness Skills in Children with Intellectual Disability
The phonological awareness skills of 7- to 8-year-old children with intellectual disability (ID) were compared to those of 4- to 5-year-old typically developing children who were matched for early reading skills, vocabulary, and gender. Globally, children with ID displayed a marked weakness in phono...
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| Veröffentlicht in: | American journal on intellectual and developmental disabilities 2017-11, Vol.122 (6), p.476-491 |
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| container_title | American journal on intellectual and developmental disabilities |
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| creator | Dessemontet, Rachel Sermier de Chambrier, Anne-Françoise Martinet, Catherine Moser, Urs Bayer, Nicole |
| description | The phonological awareness skills of 7- to 8-year-old children with intellectual disability (ID) were compared to those of 4- to 5-year-old typically developing children who were matched for early reading skills, vocabulary, and gender. Globally, children with ID displayed a marked weakness in phonological awareness. Syllable blending, syllable segmentation, and first phoneme detection appeared to be preserved. In contrast, children with ID showed a marked weakness in rhyme detection and a slight weakness in phoneme blending. Two school years later, these deficits no longer remained. Marked weaknesses appeared in phoneme segmentation and first/last phoneme detection. The findings suggest that children with ID display an atypical pattern in phonological awareness that changes with age. The implications for practice and research are discussed. |
| doi_str_mv | 10.1352/1944-7558-122.6.476 |
| format | Article |
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Globally, children with ID displayed a marked weakness in phonological awareness. Syllable blending, syllable segmentation, and first phoneme detection appeared to be preserved. In contrast, children with ID showed a marked weakness in rhyme detection and a slight weakness in phoneme blending. Two school years later, these deficits no longer remained. Marked weaknesses appeared in phoneme segmentation and first/last phoneme detection. The findings suggest that children with ID display an atypical pattern in phonological awareness that changes with age. 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Globally, children with ID displayed a marked weakness in phonological awareness. Syllable blending, syllable segmentation, and first phoneme detection appeared to be preserved. In contrast, children with ID showed a marked weakness in rhyme detection and a slight weakness in phoneme blending. Two school years later, these deficits no longer remained. Marked weaknesses appeared in phoneme segmentation and first/last phoneme detection. The findings suggest that children with ID display an atypical pattern in phonological awareness that changes with age. 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| ispartof | American journal on intellectual and developmental disabilities, 2017-11, Vol.122 (6), p.476-491 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Education Source |
| subjects | Age Differences Child Health Children Comparative Analysis Decoding (Reading) Developmental disabilities Down syndrome Early literacy Early Reading Intellectual disabilities Intellectual Disability Language Skills Learning Literacy People with disabilities Phonemes Phonemic Awareness Phonetics Phonics Phonological Awareness Reading ability Reading comprehension Reading disabilities Reading Skills Rhyme Segmentation Skills Sound Syllables |
| title | Exploring Phonological Awareness Skills in Children with Intellectual Disability |
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