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Phonological awareness (PA) is a critical prerequisite skill for learning to read in an alphabetic language. Given that preschoolers with Down syndrome (DS) often exhibit deficits in PA, additional research is needed on methods to enhance their learning. In this study, we implemented a multiple probe across behaviors single-case design study to evaluate the effect of explicit PA instruction on the skills of 2 preschool-aged participants with DS. Specifically, we assessed the children's abilities to blend and segment syllables, onset-rime, and individual phonemes. Results indicated a functional relation between intervention and one child's performance on a researcher-created assessment of blending and segmenting directly targeted and novel words; 2 demonstrations of effect were indicated for the second child. A post-hoc item analysis indicated that both participants made greater gains in blending than in segmenting. Implications for practitioners and future research are discussed. [ABSTRACT FROM AUTHOR]

The article offers tips for enhancing literacy instruction of students with intellectual disability. Topics discussed include importance of providing explicit, systematic reading instruction; seeking professional development opportunities to deepen understanding complex process of learning to read; and importance of language abilities for reading skills.