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Reading and Phonological Skills in Boys with Fragile X Syndrome

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Abstract

Although reading skills are critical for the success of individuals with intellectual disabilities, literacy has received little attention in fragile X syndrome (FXS). This study examined the literacy profile of FXS. Boys with FXS (n = 51; mean age 10.2 years) and mental age-matched boys with typical development (n = 35) participated in standardized assessments of reading and phonological skills. Phonological skills were impaired in FXS, while reading was on-par with that of controls. Phonological awareness predicted reading ability and ASD severity predicted poorer phonological abilities in FXS. Boys with FXS are capable of attaining reading skills that are commensurate with developmental level and phonological awareness skills may play a critical role in reading achievement in FXS.

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Acknowledgments

This research supported by the Office of Special Education and Rehabilitative Services of the U.S. Department of Education Grant (H324C010007), the National Institutes of Health (F32DC013934; R01MH090194; R01HD40602; R01HD024356). Components of this paper were completed as part of the dissertation of Anna L. Hunt (Williams) at the School of Education, University of North Carolina at Chapel Hill. We would like to acknowledge John Sideris for his assistance with the statistical models for earlier drafts of this manuscript. We also thank the children and families who participated in this research.

Ethical approval

Study procedures were approved but the Institutional Review Board of the University of North Carolina at Chapel Hill.

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The authors declare that they have no conflict of interest.

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Authors and Affiliations

  1. Department of Psychology, University of South Carolina, Barnwell College, 1512 Pendleton Street, Columbia, SC, 29208, USA

    Jessica Klusek

  2. Clarity: The Speech, Hearing, and Learning Center, Greenville, SC, USA

    Anna W. Hunt

  3. Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

    Penny L. Mirrett

  4. Kennedy Center, Vanderbilt University, Nashville, TN, USA

    Deborah D. Hatton

  5. Department of Psychiatry and Department of Allied Health Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

    Stephen R. Hooper

  6. Department of Psychology, University of South Carolina, Columbia, SC, USA

    Jane E. Roberts

  7. RTI International, Research Triangle Park, NC, USA

    Donald B. Bailey

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Klusek, J., Hunt, A.W., Mirrett, P.L. et al. Reading and Phonological Skills in Boys with Fragile X Syndrome. J Autism Dev Disord 45, 1699–1711 (2015). https://doi.org/10.1007/s10803-014-2328-y

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