Teaching Phonological Awareness to Preschoolers with Down Syndrome: Boosting Reading Readiness

Autor/inn/en	Gesel, Samantha A.; LeJeune, Lauren M.; Lemons, Christopher J.
Titel	Teaching Phonological Awareness to Preschoolers with Down Syndrome: Boosting Reading Readiness
Quelle	In: Young Exceptional Children, 24 (2021) 1, S.39-51 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Gesel, Samantha A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2506
DOI	10.1177/1096250619865953
Schlagwörter	Phonological Awareness; Down Syndrome; Preschool Children; Reading Skills; Emergent Literacy; Preschool Education; Intervention; Reading Instruction; Student Behavior; Direct Instruction; Students with Disabilities; Program Effectiveness; Reading Programs; Educational Games; Student Evaluation; Generalization; Reading Strategies + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reading skill; Lesefertigkeit; Frühleseunterricht; Leseunterricht; Student behaviour; Schülerverhalten; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Educational game; Lernspiel; Schulnote; Studentische Bewertung; Reading strategy; Leselernstufe; Lesetechnik
Abstract	Phonological awareness (PA) is defined as a child's ability to hear and manipulate parts of spoken language (National Early Literacy Panel [NELP], 2009; National Institute of Child Health and Human Development [NICHD], 2000). Ensuring that children develop PA increases the likelihood that they are successful with later reading instruction. Two types of PA skills are most important to future reading readiness (NICHD, 2000). These include the ability to "blend" smaller sound units into words (/b/ /a/ /t/ [right arrow] "bat") and "segment" spoken words into smaller sound units ("milk" [right arrow] /m/ /ilk/). Young children with Down Syndrome (DS) often struggle to develop PA skills, particularly in comparison with peers without disabilities (Lemons & Fuchs, 2010; Martin, Klusek, Estigarribia, & Roberts, 2009; Naess, 2016). Nonetheless, there is a significant relation between PA, current reading abilities, and later reading skills for children with DS (Lemons & Fuchs, 2010). This makes early PA interventions especially important. Furthermore, many children with DS exhibit potentially problematic behaviors, such as work avoidance (Fidler & Nadel, 2007). Therefore, early childhood educators must consider comprehensive PA interventions that address the academic and behavioral needs of their children with DS. Explicit instruction is especially important for children with DS who often demonstrate deficits in PA-related concepts and are at risk for later reading difficulties (Lemons & Fuchs, 2010; Martin et al., 2009; Naess, 2016). With explicit instruction, children with disabilities broadly (see Gillon, 2000) and DS specifically (see Lemons & Fuchs, 2010; van Bysterveldt, Gillon, & Foster-Cohen, 2010) show improved PA skills, which support later reading development. This article describes "Boost," a brief, explicit PA intervention designed for preschoolers with DS. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01