Teaching Reading to Youth With Fragile X Syndrome: Should Phonemic Awareness and Phonics Instruction Be Used?
EBP Briefs
Brazendale, A., Adlof, S., et al. (2015).
EBP Briefs, 9(6), 1-15.
This systematic review investigates the effect of phonologically-based reading instruction and whole-word training on reading skills in school-age children with fragile X syndrome, including Down syndrome or intellectual disabilities.
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Experimental study designs; quasi-experimental group study designs; single-subject study designs
6 for Down syndrome; 17 for intellectual disabilities
A lack of evidence was found for phonologically-based or whole-word reading interventions in children with fragile X syndrome. There was, however, uniting evidence that phonologically-based approaches, usually included within a comprehensive program, could be beneficial for children with Down syndrome, intellectual disabilities, and other developmental disabilities.
