The benefit of orthographic word connectivity on words recognition in Egyptian Down syndrome children | ||||
| مجلة الدراسات الإنسانية والأدبية | ||||
| Volume 31, Issue 2, June 2024, Page 524-551 PDF (1.56 MB) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/shak.2025.294257.1647 | ||||
 View on SCiNiTO | ||||
| Author | ||||
سارة الحناوى 
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| كلية الآداب جامعة الإسكندرية | ||||
| Abstract | ||||
| While children with Down syndrome (DS) often struggle with speaking and expressing themselves, learning to read might be helpful. Interestingly, their vocabulary seems to develop better than other speaking skills. However, they may have trouble learning the phonological form of spoken words. Cannella-Malone et al. (2015). This study assessed the efficiency of orthographic support on spoken word recognition. The study was carried out on fifteen Egyptian girls with DS between 7 and 10 years old. The girls learned words better when they saw them written down in the presence of orthography. This suggests that even though these children have DS, they can still benefit from learning with written words, just like typically developing children. In conclusion, orthographic support while learning new words helped children with DS to remember and recognize those words better. Even though children with Down syndrome might have trouble with spoken sounds, they can still learn new words effectively by seeing them written down. Castleset al. (2005) | ||||
| Keywords | ||||
| Down syndrome; intellectual disability; letter–sound correspondence; word recognition | ||||
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