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首页> 外文期刊>American journal on intellectual and developmental disabilities: AJIDD >Exploring Phonological Awareness Skills in Children With Intellectual Disability
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Exploring Phonological Awareness Skills in Children With Intellectual Disability

机译：探索知识分子儿童的语音意识技巧

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摘要

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.
机译：将7至8岁的智力残疾儿童（ID）的语音意识技能与4至5岁的人的智力相比，通常发展用于早期阅读技巧，词汇和性别的儿童。 在全球范围内，ID的儿童展示了语音意识的显着弱点。 音节混合，音节分段和第一个音素检测似乎被保留。 相比之下，ID的儿童在押韵检测中显示出明显的弱点，并且在音素混合中略有弱点。 两所学校几年后，这些赤字不再留下来。 标记的弱点出现在音素分割和第一/最后一个音素检测中。 调查结果表明，id的孩子们以年龄变化的变化，展示了单张语言意识。 讨论了对实践和研究的影响。

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