The role of phonological awareness and letter-sound knowledge in the reading development of children with intellectual disabilities

Dessemontet, Rachel Sermier; Chambrier, Anne-Françoise de

doi:10.1016/j.ridd.2015.04.001

Cited by 30 publications

(41 citation statements)

References 61 publications

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“…In addition, a longitudinal study of children with intellectual disabilities found that foundational literacy skills were predictive of reading comprehension after control for IQ, age, vocabulary, prior reading comprehension, primary language, and the type of school attended. Decoding was not included as a predictor in this analysis (Dessemontet & De Chambrier, 2015). Furthermore, the reading comprehension of adolescents with Down Syndrome who had well-developed decoding skills was predicted by their level of listening comprehension (Nash & Heath, 2011;Roch, Florit, & Levorato, 2011).…”

Section: The Role Of General Cognitive Abilitymentioning

confidence: 99%

Cognitive Constraints on the Simple View of Reading: A Longitudinal Study in Children With Intellectual Disabilities

Wingerden

Segers

Balkom

2018

Scientific Studies of Reading

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The present article aimed to explore how the development of reading comprehension is affected when its cognitive basis is compromised. The simple view of reading was adopted as the theoretical framework. The study followed 76 children with mild intellectual disabilities (average IQ = 60.38, age 121 months) across a period of 3 years. The children were assessed for level of reading comprehension (outcome variable) and its precursors decoding and listening comprehension, in addition to linguistic skills (foundational literacy skills, rapid naming, phonological short-term memory, verbal working memory, vocabulary, and grammar) and nonlinguistic skills (nonverbal reasoning and temporal processing). Reading comprehension was predicted by decoding and listening comprehension but also by foundational literacy skills and nonverbal reasoning. It is concluded that intellectual disabilities can affect the development of reading comprehension indirectly via linguistic skills but also directly via nonlinguistic nonverbal reasoning ability. According to the simple view of reading, reading comprehension depends on the strength of two core skills: word decoding and listening comprehension (Hoover & Gough, 1990). Their relative contributions to reading comprehension have been found to change over grades (Ouellette & Beers, 2010; Vellutino, Tunmer, Jaccard, & Chen, 2007). Early reading comprehension is limited by what the child is able to decode, and word decoding is the dominant predictor for reading comprehension at this stage. Once word decoding skill is developed sufficiently, the level of reading comprehension will be more strongly linked to the level of listening comprehension (Gough & Tunmer, 1986; Landi, Frost, Mencl, Sandak, & Pugh, 2013). It is known that a limited general intelligence can severely affect the acquisition of decoding skill and reading fluency (Lemons et al., 2013), but its influence on the developmental pattern of reading comprehension is far from clear. The role of general cognitive ability in typical populations can be better understood while examining the development of reading comprehension in children with significant limitations in general intelligence. The present article uses a longitudinal design to investigate the development of reading comprehension and its precursors in a group of children with intellectual disabilities. Precursors of reading comprehension Within the simple view framework, longitudinal studies have shown a relationship between linguistic precursors in early primary school and reading comprehension in later primary school (Catts, Herrera, Nielsen, & Bridges, 2015; Muter, Hulme, Snowling, & Stevenson, 2004). To read in an alphabetic language, children must first be aware of the alphabetic principle; they must understand CONTACT Evelien van Wingerden

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Section: The Role Of General Cognitive Abilitymentioning

confidence: 99%

Cognitive Constraints on the Simple View of Reading: A Longitudinal Study in Children With Intellectual Disabilities

Wingerden

Segers

Balkom

2018

Scientific Studies of Reading

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“…Although the reading skills of this population vary from inability to read to word reading capability (e.g., Ratz & Lenhard, 2013), most individuals with ID are able to read and comprehend words as their age increases (Jones, Long, & Finlay, 2006;Lemons, Zigmond, Kloo, Hill, Mrachko, Paterra et al, 2013). Several skills have been shown to be strongly related to the development of word reading skills in children with ID: phonological awareness (Allor, Mathes, Roberts, Cheatham, & Champlin, 2010), letter-sound knowledge (Dessemontet & de Chambrier, 2015), picture naming (Soltani & Roslan, 2013), and temporal processing (van Wingerden, Segersa, van Balkom, & Verhoeven, 2016). Allor et al (2010) provided daily training in early literacy skills, including phonological awareness and comprehension, for 34 children with ID as the treatment group, with 25 other children with ID as the control group.…”

Section: Introduction Acquisition and Development Of Reading Skills Imentioning

confidence: 99%

Sentence Reading Comprehension by Means of Training in Segment-Unit Reading for Japanese Children with Intellectual Disabilities

Omori

Yamamoto

2017

Behav Analysis Practice

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Children with intellectual disabilities (ID) often have difficulty in sentence reading and comprehension. Previous studies have shown that training in segment-unit reading (SUR) facilitates the acquisition of sentence reading comprehension skills for Japanese students with ID. However, it remains unknown whether SUR training is also effective for individuals unable to read sentences and can generalize to untrained sentences. In this study, we examined the improvement and generalization of sentence reading accuracy and comprehension for two children with ID through SUR training with listening comprehensible sentences. During training, the segments were sequentially presented in their correct spatial locations, and participants read them aloud. After the training, participants' reading accuracy and comprehension improved for both trained and untrained sentences. The results suggest that presenting the components of stimuli sequentially in their correct spatial locations is key to facilitating the development of sentence reading accuracy and comprehension for individuals with ID.

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“…Several studies have found a relationship of varying strength between oral vocabulary and word reading in individuals with IDD (e.g. Hulme et al 2012, Sermier Dessemontet and de Chambrier 2015, van Wingerden et al 2017, but see van Tilborg et al (2014), for an exception). The Note.…”

Section: Discussionmentioning

confidence: 99%

Word reading, vocabulary, and mental health problems in adolescent girls and boys with intellectual and developmental disabilities

Eldblom

Boström

Broberg

et al. 2019

International Journal of Developmental Disabilities

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Reading difficulties are linked to several disadvantages in the general population. Less is known about correlates of reading difficulties in individuals with intellectual and severe developmental disabilities (IDD). Vocabulary and word reading were assessed in 112 adolescents with IDD, recruited from Special needs comprehensive schools in Sweden (grunds € arskolor in Swedish). Proxy-ratings of mental health were collected from teachers and parents for a subset of the participants. Relationships between all measures were investigated. Reading and vocabulary were poorly developed in both groups and significantly associated. While mental health problems were common, there were no significant associations with word reading or with vocabulary knowledge. Thus, the study did not confirm an association between reading difficulties and mental health problems in adolescents with IDD. Still, the frequency of mental health problems and the low reading abilities point to the need for further intervention for adolescents with IDD.

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The role of phonological awareness and letter-sound knowledge in the reading development of children with intellectual disabilities

Cited by 30 publications

References 61 publications

Cognitive Constraints on the Simple View of Reading: A Longitudinal Study in Children With Intellectual Disabilities

Cognitive Constraints on the Simple View of Reading: A Longitudinal Study in Children With Intellectual Disabilities

Sentence Reading Comprehension by Means of Training in Segment-Unit Reading for Japanese Children with Intellectual Disabilities

Word reading, vocabulary, and mental health problems in adolescent girls and boys with intellectual and developmental disabilities

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