A comparison between word and non-word reading in Down syndrome: the role of phonological awareness

M Roch, C Jarrold

Research output: Contribution to journalArticle (Academic Journal)peer-review

54 Citations (Scopus)

Abstract

In order to examine whether any observed relationship between phonological awareness and reading ability in Down syndrome reflects the typical use of a phonologically based approach to reading, 12 children and young adults with Down syndrome were assessed for reading and phonological awareness skills. They were compared to a control group of 14 typically developing 6- and 7-year-olds of comparable word reading abilities. Results showed that, although individuals with Down syndrome had impaired nonword reading and phonological awareness skills, the same relationship held between these two abilities as was observed in the group of typically developing children. Moreover, individuals with Down syndrome read at least as well as the typically developing children when the task required a visual reading strategy (reading irregular words).
Translated title of the contributionA comparison between word and non-word reading in Down syndrome: the role of phonological awareness
Original languageEnglish
Pages (from-to)305 - 318
Number of pages14
JournalJournal of Communication Disorders
Volume41
DOIs
Publication statusPublished - Jul 2008

Structured keywords

  • Developmental

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