An Early Literacy Program for Young Children with Down Syndrome: Changes Observed over One Year
An Early Literacy Program for Young Children with Down Syndrome: Changes Observed over One Year
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DOI：
10.1111/jppi.12160
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发表时间：
2016-06-01
影响因子：
1.7
通讯作者：
Szabo, Amanda
中科院分区：
文献类型：
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作者：
Colozzo, Paola;McKeil, Leah;Szabo, Amanda
虽然存在很大的个体差异，但大多数唐氏综合征（DS）患者在言语产生、听力和言语记忆方面都会经历明显的表达性语言延迟和挑战，这可能会对识字能力的发展产生负面影响。然而，对这一人群的早期干预扫盲方案的研究很少。作者描述了一个早期干预识字计划，该计划使用混合方法进行阅读教学，结合全词（即，视觉的）和分析的（即，语音或基于声音的）阅读策略。它们还详细说明了一年来观察到的参与者识字和语言能力的变化。参与者是15名说英语的加拿大学生与DS年龄3-6岁（M年龄4; 11，预处理）谁参加了为期45周的计划。每周与一名持证教师单独上课，并定期做家庭作业。每个学生的读写能力和语言能力进行了评估，立即治疗前和治疗后。字母名称识别，字母发音识别，印刷概念和识别的教视字的措施显示出统计学上的显着变化。字母名称识别，字母发音识别，和视觉单词阅读预处理的数量都呈正相关，显着与单词识别的收益。根据学生是否使用抽象符号进行交流（即，无提示的说出的话或符号）预处理。作者指出，这项研究提供了支持识字干预，结合联合收割机语音意识，单词分析，视觉单词训练，并与儿童共享的书籍阅读与DS年仅3岁的不同水平的语言发展。
Although much individual variability exists, most persons with Down syndrome (DS) experience marked expressive language delays and challenges with speech production, hearing, and verbal memory that may negatively affect literacy development. There is, however, a paucity of research with respect to early intervention literacy programs with this population. The authors describe an early intervention literacy program that used a hybrid approach to reading instruction combining whole-word (i.e., visual) and analytic (i.e., phonic or sound-based) reading strategies. They also detail the changes observed in the literacy and language abilities of the participants over 1 year. The participants were 15 English speaking Canadian students with DS aged 3-6 years (M age 4; 11, pretreatment) who took part in a 45-week program. Weekly individual sessions with a certified teacher were augmented by regular homework. Each student's literacy and language abilities were assessed immediately pretreatment and posttreatment. Measures of letter name identification, letter sound identification, print concepts, and identification of taught sight words showed statistically significant changes. Letter name identification, letter sound identification, and number of sight words read pretreatment were all positively and significantly correlated with gains in word identification. There was also a clear difference regarding how many new sight words students were able to read posttreatment depending on whether they used abstract symbols to communicate (i.e., unprompted spoken words or signs) pretreatment. The authors note that this study provides support for literacy interventions that combine phonological awareness, word analysis, sight word training, and shared book reading with children with DS as young as 3 years of age with varying levels of language development.