Phonological awareness training and reading gains in a child with Williams Syndrome: a case report

Williams syndrome is a neurodevelopmental disorder with different manifestations caused by a heterozygous segmental deletion of 1.55-1.83Mb at chromosomal band 7q11.23. The Williams syndrome phenotype is characterized by intellectual deficiency and expressive learning deficits, with impairments in p...

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Bibliographic Details
Published in:	Revista CEFAC Vol. 20; no. 6; pp. 815 - 823
Main Authors:	Lima, Solange de Freitas Branco, Seabra, Alessandra Gotuzo, Carreiro, Luiz Renato Rodrigues, Talfa, Tally L, Faria, Daniela Soares Gonzales, Teixeira, Maria Cristina Triguero Veloz
Format:	Journal Article
Language:	English
Published:	CEFAC - Associacao Institucional em Saude e Educacao 01-12-2018 ABRAMO Associação Brasileira de Motricidade Orofacial Associação Brasileira de Motricidade Orofacial - ABRAMO
Subjects:	Child Phonological Awareness REHABILITATION Schools Williams Syndrome Brasil Williams Syndrome Child Schools Phonological Awareness
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Summary:	Williams syndrome is a neurodevelopmental disorder with different manifestations caused by a heterozygous segmental deletion of 1.55-1.83Mb at chromosomal band 7q11.23. The Williams syndrome phenotype is characterized by intellectual deficiency and expressive learning deficits, with impairments in phonological awareness skills. The aim of the study was to verify the effects of an intervention in phonological awareness and grammar teaching, for the acquisition of reading skills and literacy indicators in a child with Williams Syndrome. A case of a 6-year old girl, enrolled in the first year of Elementary School, was reported. The Phonological Awareness Test by Oral Production, the Words and Pseudo-words Reading Competence Test, the Provinha Brasil (reading test), and a Phonological Awareness Literacy Software, were used for phonological awareness and grammar teaching intervention. The study was developed in four phases: pre-intervention assessment, intervention, post-intervention assessment and follow-up, after six months. The results showed progress in phonological awareness skills, mainly in tasks of rhyme, alliteration and syllabic synthesis, as well as reading indicators that were compatible with the school year, following the intervention. Keywords: Williams Syndrome; Child; Phonological Awareness; Schools
ISSN:	1516-1846 1982-0216 1982-0216
DOI:	10.1590/1982-021620182069718