Training phonological awareness skills in children with Down syndrome

Abstract

Increasingly, children with Down syndrome receive literacy instruction based on a phonological awareness philosophy with the expectation of acquiring functional reading skills. Previous research demonstrates that a phonological awareness based reading programme delivers excellent results in terms of literacy acquisition and improvements in speech production for children with speech and language delays. Unfortunately, little research exists to support the effectiveness of this approach for children with Down syndrome. The current research study examined using a phonological awareness based intervention programme with three children with Down syndrome (aged 7;2, 8;4, and 8;10). A multiple baseline across behaviours design was selected. The intervention programme focused on the key skills of alliteration detection, phoneme isolation, spelling of orthographically regular words and rhyme detection. Two tasks (comprehension of passive structures and spatial structures) were selected as control behaviours. Phoneme segmentation and speech intelligibility were selected to investigate generalisation of intervention targets to other related skill areas. The results indicated that the participants improved the phonological awareness skills targeted in the intervention programme. Unfortunately, no generalisation to other areas of phonological awareness was noted. In summary, the results indicate that children with Down syndrome can benefit from a phonological awareness based approach to literacy.