Abstract:
PURPOSES:
assess the performance of children and adolescents with Williams Syndrome in tasks of phonological awareness and analyze it in terms of age, education and indicators of intellectual skills.
METHODS:
twenty two children and adolescents (11 boys and 11 girls), aged 7 to 18 years old, took Block Design and Vocabulary subtests of Wechsler Intelligence Scale for Children to estimate intellectual skills, and the Phonological Awareness Test by Oral Production.
RESULTS:
participants obtained estimate IQ values compatible with intellectual disability. Phonological awareness results indicated that participants with the syndrome had a lower performance in nine out of ten subtests of the Phonological Awareness Test compared to standard scores for children with same age and education level. No significant correlations were found among phonological awareness, intellectual skill indicators, age and level of education.
CONCLUSIONS:
results corroborate the findings of international researches that suggest difficulties in phonological awareness processes in Williams Syndrome. Considering the relevance of these findings, it is necessary to include continuous stimulation programs, including early intervention for preschoolers with Williams Syndrome, adaptation of teaching methods and curriculum.
Keywords:
Williams Syndrome; Intellectual Disability; Awareness
