| Author(s) |
Patricia L. Cleave Elizabeth Kay-Raining Bird Derrick C. Bourassa |
| Volume | 35 |
| Number | 4 |
| Year | 2011 |
| Page(s) | 332-243 |
| Language | English |
| Category | |
| Keywords |
DOWN LITERACY LANGUAGE |
| Abstract |
The response of children with Down syndrome (DS) to a program focusing on phonological awareness (PA) skills is reported. Seventeen children with DS were randomly assigned to the PA program or to an alternate program. The program involved individual twice weekly 30-minute sessions for 22 weeks. Rhyming and initial and final phoneme identification were targeted. A significant treatment effect for phoneme identification in final position was found with a large effect size. Phonological awareness skills are particularly challenging for children with DS. The results suggest that it is possible to teach phonological awareness skills to children with DS with a focused intervention program. Cette étude porte sur la réaction d’enfants avec le syndrome de Down à un programme portant sur les habiletés de conscience phonologique. Dix-sept enfants avec le syndrome de Down ont été répartis aléatoirement en deux groupes, soit un qui a reçu le programme de conscience phonologique, et l’autre, un programme alterne. Le programme ciblé consistait en des sessions individuelles de 30 minutes deux fois par semaine pour une durée de 22 semaines. Les buts ciblés étaient les rimes et l’identification du phonème initial et final. Nous avons trouvé un effet de traitement significatif et une grande ampleur d’effet pour l’identification des phonèmes en fin de mot. Les habiletés de conscience phonologique sont particulièrement difficiles pour les enfants avec le syndrome de Down. Les résultats suggèrent qu’il est possible d’enseigner ces habiletés aux enfants avec le syndrome de Down grâce à un programme d’intervention ciblé. |
| Record ID | 1084 |
| Link | https://cjslpa.ca/files/2011_CJSLPA_Vol_35/No_04_277-371/Cleave_Kay-Raining-Bird_Bourassa_CJSLPA_2011.pdf |
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