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Foundations of phonological awareness in pre-school children with cerebral palsy: the impact of intellectual disability.

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Title: Foundations of phonological awareness in pre-school children with cerebral palsy: the impact of intellectual disability.
Authors: Peeters, M. (AUTHOR), Verhoeven, L. (AUTHOR), Van Balkom, H. (AUTHOR), De Moor, J. (AUTHOR)
Source: Journal of Intellectual Disability Research. Jan2008, Vol. 52 Issue 1, p68-78. 11p. 4 Charts, 1 Graph.
Subjects: Education of children with cerebral palsy, Phonological awareness, Intelligence testing in children, Education of children with developmental disabilities, Preschool education of children with disabilities, Nonverbal intelligence tests, Auditory perception in children, Ability testing
Abstract: Background Children with cerebral palsy (CP) and accompanying disabilities are prone to reading difficulties. The aim of the present study was to examine the foundations of phonological awareness in pre-school children with CP in comparison with a normally developing control group. Rhyme perception was regarded as an early indicator of phonological awareness, whereas non-verbal reasoning, speech ability, auditory perception, auditory short-term memory and vocabulary were regarded as foundation measures. Methods A number of tasks were administrated to examine group differences in rhyme perception and its foundation measures. Correlations between the tasks were analysed for both groups followed by multiple regression analyses wherein rhyme perception was predicted by its foundation measures. Results Children with CP scored below their normally developing peers on emergent phonological awareness and its foundation measures. Regarding the prediction of phonological awareness, non-verbal reasoning followed by pseudoword articulation, were found to predict phonological awareness, i.e. rhyme perception, in the group of children with CP. In the control group, auditory perception was a significant predictor of emergent phonological awareness. The CP group was further split up into two groups according to the children's non-verbal reasoning skills, i.e. general IQ. The below-average IQ group scored below the average IQ group on phonological awareness and on most foundation measures. In addition, the average IQ group of the children with CP scored lower than the control group. Conclusion The results of this study indicate that general intelligence and speech ability (i.e. pseudoword articulation) can be seen as important facilitators of emergent phonological awareness in children with CP. These findings support the role of intelligence in the emergence of phonological awareness in children with CP. Children with CP with intellectual disabilities seem to have a disadvantage in acquiring phonological awareness, especially when their speech abilities are also impaired. However, general intelligence is not enough to predict phonological awareness as other foundation measures are also important for phonological awareness independent of general intelligence. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Intellectual Disability Research is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Foundations of phonological awareness in pre-school children with cerebral palsy: the impact of intellectual disability.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Intellectual+Disability+Research%22">Journal of Intellectual Disability Research</searchLink>. Jan2008, Vol. 52 Issue 1, p68-78. 11p. 4 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Education+of+children+with+cerebral+palsy%22">Education of children with cerebral palsy</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+testing+in+children%22">Intelligence testing in children</searchLink><br /><searchLink fieldCode="DE" term="%22Education+of+children+with+developmental+disabilities%22">Education of children with developmental disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+education+of+children+with+disabilities%22">Preschool education of children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+intelligence+tests%22">Nonverbal intelligence tests</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+perception+in+children%22">Auditory perception in children</searchLink><br /><searchLink fieldCode="DE" term="%22Ability+testing%22">Ability testing</searchLink>
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  Label: Abstract
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  Data: Background Children with cerebral palsy (CP) and accompanying disabilities are prone to reading difficulties. The aim of the present study was to examine the foundations of phonological awareness in pre-school children with CP in comparison with a normally developing control group. Rhyme perception was regarded as an early indicator of phonological awareness, whereas non-verbal reasoning, speech ability, auditory perception, auditory short-term memory and vocabulary were regarded as foundation measures. Methods A number of tasks were administrated to examine group differences in rhyme perception and its foundation measures. Correlations between the tasks were analysed for both groups followed by multiple regression analyses wherein rhyme perception was predicted by its foundation measures. Results Children with CP scored below their normally developing peers on emergent phonological awareness and its foundation measures. Regarding the prediction of phonological awareness, non-verbal reasoning followed by pseudoword articulation, were found to predict phonological awareness, i.e. rhyme perception, in the group of children with CP. In the control group, auditory perception was a significant predictor of emergent phonological awareness. The CP group was further split up into two groups according to the children's non-verbal reasoning skills, i.e. general IQ. The below-average IQ group scored below the average IQ group on phonological awareness and on most foundation measures. In addition, the average IQ group of the children with CP scored lower than the control group. Conclusion The results of this study indicate that general intelligence and speech ability (i.e. pseudoword articulation) can be seen as important facilitators of emergent phonological awareness in children with CP. These findings support the role of intelligence in the emergence of phonological awareness in children with CP. Children with CP with intellectual disabilities seem to have a disadvantage in acquiring phonological awareness, especially when their speech abilities are also impaired. However, general intelligence is not enough to predict phonological awareness as other foundation measures are also important for phonological awareness independent of general intelligence. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Intellectual Disability Research is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/j.1365-2788.2007.00986.x
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        Text: English
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      – SubjectFull: Phonological awareness
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      – SubjectFull: Education of children with developmental disabilities
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      – SubjectFull: Auditory perception in children
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              Text: Jan2008
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