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Training phoneme blending skills in children with Down syndrome
Burgoyne, Kelly Duff, Fiona Snowling, Margaret Hulme, Charles
Burgoyne, Kelly
Duff, Fiona
Snowling, Margaret
Hulme, Charles
Abstract
This article reports the evaluation of a 6-week programme of teaching designed to support the development of phoneme blending skills in children with Down syndrome (DS). Teaching assistants (TAs) were trained to deliver the intervention to individual children in daily 10 –15-minute sessions, within a broader context of reading and language instruction. Ten children with Down syndrome (aged 6 years 11 months to 10 years 6 months) took part in the study; assessments of reading and phonological skills were completed at baseline, after an 8-week control period, and after 6-weeks of intervention. Children made significantly greater gains in phoneme blending skills and single word reading during the intervention period than in the control period. Thus, children with Down syndrome can make gains in blending skills, which may generalize to wider literacy skills, following targeted training over relatively short periods.
Keywords
blending, Down syndrome, intervention, phonological awareness, reading
Date
2013
Type
Journal article
Journal
Child Language Teaching and Therapy
Book
Volume
29
Issue
3
Page Range
273-290
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Open access
License
CC BY-NC 3.0
File Access
Open