Reading in Children With Fragile X Syndrome: Phonological Awareness and Feasibility of Intervention.
Kids with Fragile X can log in, stick with, and benefit from a web-based phonics program.
01Research in Context
What this study did
Researchers tested a web reading program with six kids who have Fragile X. The kids were 6 to 11 years old and could speak in short phrases.
Sessions happened on a laptop at home or school. Games taught letter sounds, blending, and rhyming. A coach joined by video to help.
What they found
Every child finished the the study period. Parents and teachers said the schedule was easy to follow.
Kids who started with better phonological awareness also had higher reading scores. The program did not harm anyone, so a larger trial is worth doing.
How this fits with other research
Madden et al. (2003) taught phonological skills to kids with Down syndrome face-to-face. Both studies show the skill can be trained, but the new web format may reach rural families.
Leaf et al. (2012) meta-analysis found vocabulary, not phonology, predicted reading gaps in Down syndrome. M et al. now show phonology still matters in FXS, so the two syndromes may need different lesson plans.
Harrell et al. (2013) ran a computer brain-training study in 22q11DS and also saw high attendance. Together, the papers say online drills are practical across genetic disorders.
Why it matters
You now have a low-cost tool to try while you wait for larger FXS reading trials. Start with a quick phonological awareness probe. If scores are low, plug the web games into your session as warm-ups. Track blending and rhyming data each week to see if the extra practice boosts the child’s oral reading fluency.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Add a 5-minute phonological-awareness game from the study site to your session and record correct blends per minute.
02At a glance
03Original abstract
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 journal on intellectual and developmental disabilities, 2018 · doi:10.1007/s10882-011-9240-6