Reading Impairments In Children With Neurofibromatosis Type 1: Profiling and Treatment

Reading difficulties are reported in the majority of children with neurofibromatosis type 1 (NF1) and have significant functional impacts. Primary aims of this thesis were to i) examine the reading profile of children with NF1, from preschool to school-age, and ii) investigate the effectiveness of a reading intervention. Three studies were conducted. Study 1 examined the preliteracy abilities of young children (5-6 years) with NF1 compared to controls. Results indicated that the performance of children with NF1 was significantly poorer than controls in all preliteracy domains. Study 2 investigated the reading profile of school-age children (7-12 years) compared to controls. Results revealed that the performance of children with NF1 was significantly poorer than controls on all literacy measures. Study 3 examined the efficacy of a computerised phonics training program for school-age children with NF1 and reading difficulties. Following treatment, children demonstrated significant improvement on literacy outcomes. Collectively these studies contribute to our understanding of the reading profile of children with NF1. Findings show that weaknesses in phonological processing and letter-sound knowledge are common in children from preschool to school-age indicating these deficits may underlie the reading difficulties experienced by children with NF1. Further these weaknesses can be detected as early as preschool age. Findings also indicate that reading deficits in children with NF1 can be successfully treated by teaching letter-sound knowledge. These findings can be used to inform clinical practice. The implementation of preliteracy screening for all young children and early intervention, may result in a greater success rate of remediation, decrease the likelihood of later literacy difficulties and contribute to significant improvements in the quality of life for children with NF1