Sermier Dessemontet Rachel, de Chambrier Anne-Françoise, Martinet Catherine, Moser Urs, Bayer Nicole
Rachel Sermier Dessemontet, Anne-Françoise de Chambrier, and Catherine Martinet, University of Teacher Education of State of Vaud, Switzerland.
Urs Moser and Nicole Bayer, University of Zürich, Switzerland.
Am J Intellect Dev Disabil. 2017 Nov;122(6):476-491. doi: 10.1352/1944-7558-122.6.476.
The phonological awareness skills of 7- to 8-year-old children with intellectual disability (ID) were compared to those of 4- to 5-year-old typically developing children who were matched for early reading skills, vocabulary, and gender. Globally, children with ID displayed a marked weakness in phonological awareness. Syllable blending, syllable segmentation, and first phoneme detection appeared to be preserved. In contrast, children with ID showed a marked weakness in rhyme detection and a slight weakness in phoneme blending. Two school years later, these deficits no longer remained. Marked weaknesses appeared in phoneme segmentation and first/last phoneme detection. The findings suggest that children with ID display an atypical pattern in phonological awareness that changes with age. The implications for practice and research are discussed.
将7至8岁智力障碍（ID）儿童的语音意识技能与4至5岁在早期阅读技能、词汇和性别方面相匹配的发育正常儿童的语音意识技能进行了比较。总体而言，智力障碍儿童在语音意识方面表现出明显的弱点。音节混合、音节分割和首音素检测似乎得以保留。相比之下，智力障碍儿童在韵脚检测方面表现出明显的弱点，在音素混合方面表现出轻微的弱点。两个学年后，这些缺陷不再存在。音素分割以及首/末音素检测方面出现了明显的弱点。研究结果表明，智力障碍儿童在语音意识方面表现出非典型模式，且该模式随年龄变化。文中讨论了对实践和研究的启示。
