Phonemic not syllabic awareness is linked to literacy in Italian children with Down syndrome

Abstract

Children with Down syndrome (DS) are known to have difficulty in learning to read and write. This weak literacy can be attributed to learning disability or to poor phonological awareness, which can also be found in typically developing children with dyslexia. The aim of this study is to verify whether phonological awareness is linked to literacy in children with DS as it is in typically developing ones. In order to show this link the authors investigate the relationship between single word reading ability and several phonological variables. Thirty-two native Italian children with DS were asked to read 50 single words and to perform phonological tests concerning phoneme and syllable segmentation, phoneme and syllable blending, alliteration and non-word repetition. Gender, intelligence quotient, age and years of schooling were also taken into consideration in the statistical analysis. Phoneme blending, phoneme segmentation, syllable segmentation, alliteration, non-word repetition were the variables which were seen to be significantly related to reading. However, it was observed that gender, intelligence quotient, chronological age, years of education, syllable blending were not related to single word reading ability. Our study underpins the theory that literacy is linked to phonological awareness in Italian speaking children with DS in the same way that it occurs in typically developing children. Phonemic rather than syllabic awareness is seen to be the basic skill necessary in order to be able to read fluently, at least for single words, as observed in our participants with DS.

Keywords

Down syndrome - reading - learning disabilities - phonology - dyslexia