The Benefit of Orthographic Support for Oral Vocabulary Learning in Children with Down Syndrome

Autor/inn/en	Mengoni, Sylvana E.; Nash, Hannah; Hulme, Charles
Titel	The Benefit of Orthographic Support for Oral Vocabulary Learning in Children with Down Syndrome
Quelle	In: Journal of Child Language, 40 (2013), S.221-243 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000912000396
Schlagwörter	Down Syndrome; Children; Oral Language; Language Skills; Vocabulary; Comparative Analysis; Program Effectiveness; Adolescents; Novelty (Stimulus Dimension); Pictorial Stimuli; Phonological Awareness; Orthographic Symbols; Teaching Methods + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Child; Kind; Kinder; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Wortschatz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Fantasieanregung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Children with Down syndrome typically have weaknesses in oral language, but it has been suggested that this domain may benefit from learning to read. Amongst oral language skills, vocabulary is a relative strength, although there is some evidence of difficulties in learning the phonological form of spoken words. This study investigated the effect of orthographic support on spoken word learning with seventeen children with Down syndrome aged seven to sixteen years and twenty-seven typically developing children aged five to seven years matched for reading ability. Ten spoken nonwords were paired with novel pictures; for half the nonwords the written form was also present. The spoken word learning of both groups did not differ and benefited to the same extent from the presence of the written word. This suggests that compared to reading-matched typically developing children, children with Down syndrome are not specifically impaired in phonological learning and benefit equally from orthographic support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10