Integrated speech and phonological awareness intervention for pre-school children with Down syndrome

Bysterveldt, Anne K. van; Gillon, Gail; Foster‐Cohen, Susan

doi:10.1080/13682820903003514

Cited by 13 publications

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“…For two of the protocols, all training was conducted in one session (e.g., van Bysterveldt et al . ). Two protocols provided training once per week (e.g., Conture et al .…”

Section: Resultsmentioning

confidence: 97%

Involvement of parents in intervention for childhood speech sound disorders: a review of the evidence

Sugden

Baker

Munro

et al. 2016

International Journal of Language & Communication Disorders

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“…For two of the protocols, all training was conducted in one session (e.g., van Bysterveldt et al . ). Two protocols provided training once per week (e.g., Conture et al .…”

Section: Resultsmentioning

confidence: 97%

Involvement of parents in intervention for childhood speech sound disorders: a review of the evidence

Sugden

Baker

Munro

et al. 2016

International Journal of Language & Communication Disorders

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“…In a randomized controlled trial (RCT) with 4‐ to 9‐year‐olds by Burgoyne et al (), receptive language accounted for independent variance in single words read posttreatment; letter knowledge and receptive vocabulary were also highly correlated. Also, van Bysterveldt et al () found that the 4‐ to 5‐year‐olds with the strongest letter knowledge postintervention were among those with the highest language ages. Although the direction of the relationship between oral language and literacy in DS requires further elucidation (Cardoso‐Martins et al, ), it would seem important to focus on both aspects (Hulme et al, ), particularly given emerging evidence of a bidirectional relationship (Laws & Gunn, ; Mengoni, Nash, & Hulme, ).…”

Section: Introductionmentioning

confidence: 99%

“…Although there has been considerable research attention paid to the development of literacy in persons with DS in the recent past, outcomes remain highly variable and progress is often slow for younger and older students alike (e.g., Cologon, Cupples, & Wyver, ; Lemons, Mrachko, Kostewicz, & Paterra, ). Moreover, most studies have focused on school‐aged children, adolescents, or adults with DS (see Kay‐Raining Bird & Chapman, ; Lemons & Fuchs, ; Næss, Melby‐Lervåg, Hulme, & Lyster, , ), whereas there have been few studies with preschoolers—though there are exceptions (van Bysterveldt, Gillon, & Foster‐Cohen, ; van Bysterveldt, Gillon, & Moran, ). It also remains uncertain how to adapt interventions to each student to be optimally effective and engender academically meaningful gains (Lemons et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…Quite a few intervention studies have targeted early literacy and/or PA with students with DS (Al Otaiba & Hosp, ; Baylis & Snowling, ; Bourassa, Cleave, & Kay‐Raining Bird, ; Burgoyne, Duff, Snowling, Buckley, & Hulme, ; Burgoyne et al, ; Cleave, Kay‐Raining Bird, & Bourassa, ; Cologon et al, ; Cupples & Iacono, ; Goetz et al, ; Kennedy & Flynn, ; Lemons & Fuchs, ; Lemons et al, ; van Bysterveldt et al, ). These studies are highly heterogeneous with respect to the chronological ages and ability levels of participants, although most focused on older students rather than preschoolers.…”

Section: Introductionmentioning

confidence: 99%

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An Early Literacy Program for Young Children with Down Syndrome: Changes Observed over One Year

Colozzo

McKeil

Petersen

et al. 2016

Policy Practice Intel Disabi

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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.

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“…However, it is difficult to determine the influence needed for each factor, also can vary from one person to another, but it is known that difficulties in speech are not highly correlated with language or cognition, which may indicate that these problems are rooted in other factors [8]. The speech of children with DS often presents inconsistent errors, both developmental and devious, which reduce the intelligibility producing negative effects on social and labor activities [9][10][11][12][13]. This issue requires several levels of analysis.…”

Section: Introductionmentioning

confidence: 99%

Variables That Influence Articulation Accuracy in Children with Down Syndrome and Specific Language Disorder: Similarities and Differences

Zarzo-Benlloch¹,

Cervera-Mérida²,

Fernández³

2017

Advances in Speech-Language Pathology

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Research about speech sound disorders (SSD) in children with Down syndrome (DS) and children with specific language impairment (SLI) suggests similar linguistic profiles with weakness in phonology skills. The question is if these similarities are superficial or share deficits in levels and underlying skills to its speech disorders: phonological memory (PM), coordination motor skills, and articulatory muscular system. Our research involved 24 children divided into four groups: SLI, DS, and two groups of typical development. SLI group presented a mild-moderate speech disorder and DS group moderate-severe. Following skills were evaluated: nonverbal intelligence, PM, and oral motor coordination (oral-DDK). The Iowa Oral Performance Instrument (IOPI) was used for the measurement of physiological variables (strength and endurance of tongue and lips). Percentage of consonants correct (PCC) was found. Phonological memory, motor coordination, and physiological variables are factors associated with SSD in teenagers with DS. However, SSD in children with SLI only are associated to phonological memory. Motor coordination and physiological variables are not involved in their SSD of mild and moderate-severe levels. We have objectively measured the strength and endurance of tongue and lips. This may have clinical implications. It is necessary to assess objectively all the variables affecting articulatory accuracy to design intervention programs in SSD.

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Integrated speech and phonological awareness intervention for pre-school children with Down syndrome

Cited by 13 publications

References 0 publications

Involvement of parents in intervention for childhood speech sound disorders: a review of the evidence

Involvement of parents in intervention for childhood speech sound disorders: a review of the evidence

An Early Literacy Program for Young Children with Down Syndrome: Changes Observed over One Year

Variables That Influence Articulation Accuracy in Children with Down Syndrome and Specific Language Disorder: Similarities and Differences

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