Reading in children with fragile X syndrome: Phonological awareness and feasibility of intervention

Suzanne M. Adlof, Jessica Klusek, Anne Hoffmann, Kerrie L. Chitwood, Allison Brazendale, Karen Riley, Leonard J Abbeduto, Jane E. Roberts

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

Individuals 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.

Original languageEnglish (US)
Pages (from-to)193-211
Number of pages19
JournalAmerican Journal on Intellectual and Developmental Disabilities
Volume123
Issue number3
DOIs
StatePublished - May 1 2018

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Keywords

  • Fragile X syndrome
  • Phonological awareness
  • Reading

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Neuropsychology and Physiological Psychology
  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)
  • Clinical Neurology
  • Psychiatry and Mental health

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