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Phonological awareness in children with Down syndrome
1Department of Psychology, University of Portsmouth, UK. Helen@Fletch25.freeserve.co.uk
Summary
Children with Down syndrome show phonological awareness. This awareness positively correlates with reading, spelling, and non-verbal abilities, challenging previous assumptions about this relationship.
Area of Science:
- Developmental Psychology
- Linguistics
- Special Education
Background:
- Phonological awareness research typically examines its link to reading ability.
- A prior study questioned the necessity of this relationship in children with Down syndrome.
Purpose of the Study:
- To investigate phonological awareness in children with Down syndrome across varying reading abilities.
- To explore the relationship between phonological awareness and other cognitive skills in this population.
Main Methods:
- A sample of 17 children with Down syndrome (aged 9-14) was assessed.
- Tests included phonological awareness, reading/spelling competence, non-word reading/spelling, and non-verbal measures.
Main Results:
- Children with Down syndrome exhibited measurable phonological awareness.
- Significant positive correlations were observed between phonological awareness and reading/spelling competence.
- Phonological awareness also correlated positively with non-word spelling and non-verbal measures.
Conclusions:
- Phonological awareness is present in children with Down syndrome.
- This awareness is linked to reading, spelling, and non-verbal skills in this group.
- Findings suggest a more nuanced understanding of phonological awareness in Down syndrome is needed.
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