Reading in Children With Fragile X Syndrome: Phonological Awareness and Feasibility of Intervention

被引：5

作者：

Adlof, Suzanne M. ^{[1
]}

Klusek, Jessica ^{[1
]}

Hoffmann, Anne ^{[2
]}

Chitwood, Kerrie L. ^{[3
]}

Brazendale, Allison ^{[1
]}

Riley, Karen ^{[4
]}

Abbeduto, Leonard J. ^{[5
]}

Roberts, Jane E. ^{[1
]}

机构：

[1] Univ South Carolina, Columbia, SC 29208 USA

[2] Rush Univ, Med Ctr, Chicago, IL 60612 USA

[3] Calif State Univ Monterey Bay, Seaside, CA USA

[4] Univ Denver, Denver, CO 80208 USA

[5] UC Davis MIND Inst, Sacramento, CA USA

来源：

AJIDD-AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES | 2018年 / 123卷 / 03期

基金：

美国国家卫生研究院;

关键词：

fragile X syndrome; reading; phonological awareness; DOWN-SYNDROME; PHONEMIC AWARENESS; DECODING SKILLS; STUDENTS; INSTRUCTION; AUTISM; BOYS; LITERACY; ACHIEVEMENT; PROFILES;

D O I：

10.1352/1944-7558-123.3.193

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Individuals with fragile X syndrome (FXS) present with significant deficits in reading skills, but scant research exists to understand the characteristics of the reading delays or best practices for reading instruction with this population. Study 1 examined the relationship between phonological awareness and reading skills in individuals with FXS. Study 2 evaluated the feasibility of a web-based reading intervention, which incorporated phonological awareness and phonics instruction but was originally developed for mainstream students, for children with FXS. Results suggest that phonological awareness and reading skills are correlated in this population, and that instruction targeting phonological awareness and phonics should not be ruled out for individuals with FXS. Further studies are needed to examine their potential effects.

引用

页码：193 / 211

页数：19

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[51] Consistency between research and clinical diagnoses of autism among boys and girls with fragile X syndrome [J].