Reading Profiles in Adolescents with Fragile X Syndrome and Down Syndrome

Referencias bibliográficas

• Abbeduto, L., Brady, N., & Kover, S. T. (2007). Language development and fragile X syndrome: Profiles, syndrome-specificity, and within-syndrome differences. Mental Retardation and Developmental Disabilities Research Reviews,13(1), 36–46.
• Abbeduto, L., Warren, S. F., & Conners, F. A. (2007). Language development in Down syndrome: From the prelinguistic period to the acquisition of literacy. Mental Retardation and Developmental Disabilities Research Reviews, 13, 247-261.
• Adlof, S. M., Klusek, J., Shinkareva, S. V., Robinson, M. L., & Roberts, J. E. (2015). Phonological awareness and reading in boys with fragile X syndrome. Journal of Child Psychology and Psychiatry,56(1), 30-39. doi:10.1111/jcpp.12267
• Alvarado, J. M., Puente, A., Fernández, M. P., & Jiménez, V. (2015). Análisis de los componentes en la adquisición de la lectura en castellano: una aplicación del modelo logístico lineal [Component analysis of Spanish reading process: an application of the linear logistic test model]. Suma Psicológica, 22(1), 45-52. doi: 10.1016/j.sumpsi.2015.05.006
• Asociación Síndrome X-Frágil de Madrid. (2016). Retrieved from http://www.xfragil.net/xfragil/4-que-es
• Bailey, D. B., Hatton, D. D., Skinner, M., & Mesivob, G. (2001). Autism behavior, FMR1 protein, and developmental trajectories in young males with Fragile X symptoms and Down syndrome. Journal of Autism and Developmental Disorders, 31, 165-174.
• Bailey, D. B., Raspa, M., Holiday, D., Bishop, E., & Olmsted, M. (2009). Functional skills of individuals with fragile x syndrome: a lifespan cross-sectional analysis. American Journal on Intellectual and Developmental Disabilities, 114(4), 289–303.doi: 10.1352/1944-7558-114.4.289-303
• Barnes, E., Roberts, J. E., Long, S. H., Martin, G. E., Berni, M. C., & Mandulak, K. C. (2009). Phonological accuracy and intelligibility in connected speech of boys with fragile X syndrome or Down syndrome. Journal of Speech, Language, and Hearing Research, 52(4), 1048–1061. doi:10.1044/1092-4388(2009/08-0001)
• Boudreau, D. (2002). Literacy skills in children and adolescents with Down syndrome. Reading and Writing: An Interdisciplinary Journal, 15, 497–525.
• Braden, M. L (2002). Academic interventions. In: Hagerman, R. J., Hagerman, P. J, editors. In Fragile X syndrome: Diagnosis, treatment, and research. JHU Press; Baltimore, MD (pp. 428–464).
• Brun i Gasca, C., & Artigas-Pallarés, J. (2001). Aspectos psicolingüísticos en el síndrome X frágil. Revista de Neurología, 33 (Supl.1), 29-32
• Buckley, S. J., & Johnson-Glenberg, M. (2008). Increasing literacy learning for individuals with Down syndrome and fragile X syndrome. In J. E. Roberts, R. S. Chapman& S. F. Warren (Eds.), Speech & language development & intervention in Down syndrome & fragile x syndrome (pp. 233-254). Baltimore: Paul H. Brookes Publishing Co., Inc.
• Buckley, S. (2001). Reading and writing for individuals with Down syndrome: An overview. Portsmouth, Inglaterra: Down Syndrome Educational Trust.
• Byrne, A., MacDonald, J., & Buckley, S. F. (2002). Reading, language and memory skills: A comparative longitudinal study of children with Down syndrome and their mainstream peers. British Journal of Educational Psychology, 72(4), 513-529. doi:10.1348/00070990260377497
• Cardoso-Martins, C., Peterson, R., Olson, R., & Pennington, B. (2009). Component reading skills in Down syndrome. Reading and Writing, 22, 277-92. doi:10.1007/s11145-007-9114-6
• Cardoso-Martins, C., & Frith, U. (2001). Can individuals with Down syndrome acquire alphabetic literacy skills in the absence of phoneme awareness? Reading and Writing, 14(3), 361–375.
• Caselli, M. C., Monaco, L., Trasciani, M., & Vicari, S. (2008). Language in Italian children with Down syndrome and with specific language impairment. Neuropsychology,22, 27–35. doi: 10.1037/0894-4105.22.1.27
• Centers for Disease Control and Prevention. Improved national prevalence estimates for 18 selected major birth defects – United States, 1999 – 2001. Morbidity and Mortality Weekly Report. 2006; 54, 1301–1305.
• Cordero, A., Seisdedos, N., González, M., & de la Cruz, M. V. (2013). MSCA: Escalas McCarthy de aptitudes y psicomotricidad para niños: Manual. Madrid, España: TEA Ediciones.
• Cornish, K. M., Turk, J., & Hagerman, R. (2008). The fragile X continuum: New advances and perspectives. Journal of Intellectual Disability Research, 52(6), 469-482. doi:10.1111/j.1365-2788.2008.01056.x
• Cupples, L., & Iacono, T. (2000). Phonological awareness and oral reading skill in children with Down syndrome. Journal of Speech, Language, and Hearing Research, 43, 595–608. doi:10.1044/jslhr.4303.595
• Dunn, L. M., Dunn, L. M., & Arribas, D. (2010). PPVT-III, Peabody Picture Vocabulary Test. Madrid, España: TEA Ediciones.
• Fernández, M. P., Puente, A., & Ferrando-Lucas, M. T. (2011). Lectura y escritura en niños con syndrome x frágil: Estrategias de intervención [Reading and writing in children with fragile x syndrome: Intervention strategies]. Anales de Psicología, 27(3), 807-815.
• Fernández, M. P., Puente, A., & Ferrando-Lucas. M. T. (2010). Síndrome X frágil: Desarrollo e intervención del lenguaje escrito. Revista chilena de neuropsiquiatría, 48 (3), 219-231.
• Ferrando-Lucas, M. T., Banús-Gómez, P. &, López-Pérez, G. (2003). Aspectos cognitivos y del lenguaje en niños con síndrome X-frágil. Revista de Neurología, 36 (Supl.1), 137-142.
• Ferrier, L J., Bashir, A. S., Meryash, D. L., & Johnston J. (1991). Conversational skills of individuals with fragile-X syndrome: A comparison with autism and Down syndrome. Developmental Medicine & Child Neurology, 33(9):776–788. doi: 10.1111/j.1469-8749.1991.tb14961.x
• Finestack, L. H., Richmond, E., & Abbeduto, L. (2009). Language development in individuals with fragile x syndrome. Topics in Language Disorders, 29(2), 133–48. doi:10.1097/TLD.0b013e3181a72016
• Finestack, L. H., & Abbeduto, L. (2010). Expressive language profiles of verbally expressive adolescents and young adults with Down syndrome or fragile X syndrome. Journal of Speech, Language, and Hearing Research, 53, 1334–1348. doi:10.1044/1092-4388(2010/09-0125)
• Flenthrope, J., & Brady, N. (2010). Relationships between early gestures and later language in children with fragile X syndrome. American Journal of Speech-Language Pathology, 19, 135-142. doi:10.1044/1058-0360(2009/09-0018)
• Fowler, A. E., Doherty, B. J., & Boyton, L. (1995). The basis of reading skills in young adults with Down syndrome. In L. Nadel & D. Rosenthal (Eds.), Down syndrome: Living and learning in the community (pp. 182-196). New York, EEUU: Wiley Liss.
• Gathercole, S. E., & Pickering, S. J. (2001). Working memory deficits in children with special educational needs. British Journal of Educational Psychology, 28(2), 89-97.
• Gombert, J. E. (2002). Children with Down syndrome use phonological knowledge in reading. Reading and Writing, 15(5), 455–469.
• Groen, M., Laws, G., Nation, K., & Bishop, D. V. M. (2006). A case of exceptional reading accuracy in a child with Down syndrome: Underlying skills and the relation to reading comprehension. Cognitive Neuropsychology, 23(8), 1190-1214. doi:10.1080/02643290600787721
• Huete García, A. (2016). Demografía e inclusión social de las personas con síndrome de Down. Revista Síndrome de Down, 33, 38-50.
• Johnson-Glenberg, M. C. (2003). Literacy and working memory in those with fragile X syndrome. Paper presented at the 24th annual meeting of the Society for Research on Children’s Language Disorders, Madison, WI.
• Johnson-Glenberg, M. C. (2008). Fragile X syndrome: Neural network models of sequencing and memory. Cognitive Systems Research, 9(4), 274–292. doi:10.1016/j.cogsys.2008.02.002
• Johnson, D. J., & Myklebust, H. R. (1967). Learning disabilities: Education principles and practices. New York, EEUU: Grune & Stratton, Inc.
• Kay-Raining Bird, E., Cleave, P. L., & McConnell, L. M. (2000). Reading and phonological awareness in children with Down syndrome: A longitudinal study. American Journal Speech Language Pathology, 9, 319-330.
• Laws G., & Gunn D. (2002). Relationships between reading, phonological skills and language development in individuals with Down syndrome: A five year follow-up study. Reading and Writing, 15(5), 527–548.
• Lovett, M. W., Borden, S. L., DeLuca, T., Lacerenza, L., Benson, N. J., & Brackstone, D. (1994). Treating the core deficits of developmental dyslexia: Evidence of transfer of learning after phonologically- and strategy-based reading programs. Developmental Psychology, 30, 805-822. doi:10.1037/0012-1649.30.6.805
• McCarthy, D. (1972). A manual for the McCarthy Scales of Children’s Abilities. New York, EEUU: Psychological Corporation.
• Menghini, D., Verucci, L., & Vicari, S. (2004). Reading and phonological awareness in Williams syndrome. Neuropsychology, 18, 29-37. doi:10.1037/0894-4105.18.1.29
• Mirrett, P., Roberts, J., & Price, J. (2003). Early intervention practices and communication intervention strategies for young males with fragile X syndrome. Language, Speech, and Hearing Services in Schools, 34, 320-331. doi:10.1044/0161-1461(2003/026)
• Nation, K., & Norbury, C. F. (2005). Why reading comprehension fails: Insights from developmental disorders. Topics in Language Disorders, 25(1), 21-32. doi:10.1097/00011363-200501000-00004
• Puente, A., Alvarado, J. M., Fernández, P., Rosselli, M., Ardila, A., & Jiménez, A. (2016). Assessment of Reading Precursors in Spanish-Speaking Children. The Spanish Journal of Psychology, 19(e85), 1-12. doi:10.1017/sjp.2016.92
• Price, J., Roberts, J., Vandergrift, N., & Martin, G. (2007). Language comprehension in boys with fragile X syndrome and boys with Down syndrome. Journal of Intellectual Disability Research, 51, 318-326. doi:10.1111/j.1365-2788.2006.00881.x
• Price, J. R., & Kent, R. D. (2008). Increasing speech intelligibility in Down syndrome and fragile X syndrome. In J. E. Roberts, R. S. Chapman& S. Warren (Eds.)Speech and language development and intervention in Down syndrome and fragile X syndrome (pp. 219-232). Baltimore, EEUU: Brookes.
• Ribate Molina, M. P., Pié Juste, J., & Ramos Fuentes, F. J. (2010). Síndrome X Frágil. Protocolos Diagnósticos y Terapéuticos en Pediatría. 1, 85-90.
• Roberts, J. A., & Scott, K. A. (2006). The simple view of reading: Assessment and intervention. Topics in Language Disorders, 26(2), 127-143. doi:10.1097/00011363-200604000-00005.
• Roberts, J., Martin, G., E., Moskowitz, L., Harris, A. A., Foreman, J., & Nelson, L. (2007). Discourse skills of boys with fragile X syndrome in comparison to boys with Down syndrome. Journal of Speech, Language, and Hearing Research.50 (2):475–492 doi:10.1044/1092-4388(2007/033)
• Roberts, J. E., Price, J., & Malkin, C. (2007). Language and communication development in Down syndrome. Mental Retardation and Developmental Disabilities Research Reviews, 12, 26-35. doi:10.1002/mrdd.20136
• Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B. K. Shapiro, P. J. Accardo & A. J. Capute (Eds.) Specific reading disability: A view of the spectrum (pp. 75-119). Timonium, EEUU: York Press.
• Siegel, L. S. (1993). Phonological processing deficits as the basis of a reading disability. Developmental Review, 13(3), 246–257. doi:10.1006/drev.1993.1011
• Snowling, M. J. (1980). The development of grapheme–phoneme correspondence in normal and dyslexic readers. Journal of Experimental Child Psychology, 29, 294–305.
• Snowling, M. J., Hulme, C., & Mercer, R. C. (2002). A deficit in rime awareness in children with Down syndrome. Reading and Writing, 15(5), 471–495.
• Spiridigliozzi, G., Lachiewicz, A., MacMordo, C., Vizoso, A., O'Donnell, C., McConkie-Rosell, A., & Burgess D. (1994). Educating boys with fragile x syndrome: A guide for parents and professionals. Duke University Medical Center; Durham, NC, EEUU.
• Sullivan, K., Hatton D., & Hammer, J. (2006). ADHD symptoms in children with FXS. American Journal of Medical Genetics. Part A; 140A, 2275-2288.
• Torgesen, J. K., & Wagner, R. K. (1999). The comprehensive test of phonological processing (CTOPP). Austin, EEUU: TX: PRO-ED.
• Verucci, L., Menghini, D., & Vicari, S. (2006). Reading skills and phonological awareness acquisition in Down syndrome. Journal of Intellectual Disability Research, 50, 477-491. doi:10.1111/j.1365-2788.2006.00793.x
• Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212. doi:10.1037/0033-2909.101.2.192
• Wilkinson, G. S. (1993). The Wide Range Achievement Test-3 (WRAT-3). Wilmington, EEUU, DE: Wide Range.
• Woodcock, R. W. (1987). Woodcock Reading Mastery Tests-Revised (WRMT-R). Circle Pines, MN, EEUU: American Guidance Service.
• Woodcock, R. W. (1998). Woodcock Reading Mastery Test-Revised-Normative Update (WMRT-R/NU). Circle Pines. MN, EEUU: American Guidance Service.