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AutorenAdlof, Suzanne M.; Klusek, Jessica; Hoffmann, Anne; Chitwood, Kerrie L.; Brazendale, Allison; Riley, Karen; Abbeduto, Leonard J.; Roberts, Jane E.
TitelReading in Children with Fragile X Syndrome: Phonological Awareness and Feasibility of Intervention
QuelleIn: American Journal on Intellectual and Developmental Disabilities, 123 (2018) 3, S.193-211 (19 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1944-7515
SchlagwörterChild Rearing; Genetic Disorders; Reading Difficulties; Teaching Methods; Best Practices; Phonological Awareness; Reading Skills; Web Based Instruction; Educational Technology; Phonics; Correlation
AbstractIndividuals 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. (As Provided).
AnmerkungenAmerican Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/3/09
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