Phonological awareness and visual perceptual processing skills of Maltese children with Down syndrome. How is reading intervention affected?

Abstract

The association between Phonological Awareness (PA) and reading in Down Syndrome (DS) has been questioned throughout the years. Studies have shown that PA does develop. However, several impairments have been identified. Conversely, Visual Perceptual Processing Skills (VPPS) in children with DS has been recognised as being a strength. Children with DS have been described as being visual learners and in consequence children with DS have been exposed primarily to visual methods of reading instruction. This study investigates the development of PA and VPPS in ten Maltese-speaking students with DS, with the aim of identifying the development of these skills in the Maltese language. Ten students with DS were compared to reading age matched typically developing (TD) students. Results showed that there was no overall significant difference between the results of TD students and students with DS in PA. In contrast, the group of students with DS obtained very low scores in VPPS tasks. The results suggest that the visual method of reading instruction should not be used as the only method of reading training with students with DS. Students with DS should be exposed to both a phonological method and a visual method of tuition to develop their reading abilities.