NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1176980
Record Type: Journal
Publication Date: 2018-May
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1944-7515
Reading in Children with Fragile X Syndrome: Phonological Awareness and Feasibility of Intervention
Adlof, Suzanne M.; Klusek, Jessica; Hoffmann, Anne; Chitwood, Kerrie L.; Brazendale, Allison; Riley, Karen; Abbeduto, Leonard J.; Roberts, Jane E.
American Journal on Intellectual and Developmental Disabilities, v123 n3 p193-211 May 2018
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.
American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Institutes of Health (DHHS)
Authoring Institution: N/A
Grant or Contract Numbers: 5F32DC013934; 5R01MH090194; 5R01HD024356; 5U54HD079125