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Natália Martins Dias ; Alessandra Gotuzo Seabra ; Maria Cristina Triguero Veloz Teixeira ; Luiz Renato Rodrigues Carreiro ;Revista CEFAC 2015, 17 5

Author: Miriam Segin

Source: http://www.redalyc.org/


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Revista CEFAC ISSN: 1516-1846 revistacefac@cefac.br Instituto Cefac Brasil Segin, Miriam; Martins Dias, Natália; Gotuzo Seabra, Alessandra; Triguero Veloz Teixeira, Maria Cristina; Rodrigues Carreiro, Luiz Renato PHONOLOGICAL AWARENESS ASSESSMENT IN WILLIAMS SYNDROME Revista CEFAC, vol.
17, núm.
5, septiembre-octubre, 2015, pp.
1483-1489 Instituto Cefac São Paulo, Brasil Available in: http:--www.redalyc.org-articulo.oa?id=169342586013 How to cite Complete issue More information about this article Journals homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative 1483 PHONOLOGICAL AWARENESS ASSESSMENT IN WILLIAMS SYNDROME Avaliação da consciência fonológica na Síndrome de Williams Miriam Segin (1), Natália Martins Dias (2), Alessandra Gotuzo Seabra (1), Maria Cristina Triguero Veloz Teixeira (1), Luiz Renato Rodrigues Carreiro (1) ABSTRACT Purposes: assess the performance of children and adolescents with Williams Syndrome in tasks of phonological awareness and analyze it in terms of age, education and indicators of intellectual skills.
Methods: twenty two children and adolescents (11 boys and 11 girls), aged 7 to 18 years old, took Block Design and Vocabulary subtests of Wechsler Intelligence Scale for Children to estimate intellectual skills, and the Phonological Awareness Test by Oral Production.
Results: participants obtained estimate IQ values compatible with intellectual disability.
Phonological awareness results indicated that participants with the syndrome had a lower performance in nine out of ten subtests of the Phonological Awareness Test compared to standard scores for children with same age and education level.
No significant correlations were found among phonological awareness, intellectual skill indicators, age and level of education.
Conclusions: results corroborate the findings of in...





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