A Model of Phonological Processing, Language, and Reading for Students with Mild Intellectual Disability

Autor/inn/en	Barker, R. Michael; Sevcik, Rose A.; Morris, Robin D.; Romski, MaryAnn
Titel	A Model of Phonological Processing, Language, and Reading for Students with Mild Intellectual Disability
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 118 (2013) 5, S.365-380 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
DOI	10.1352/1944-7558-118.5.365
Schlagwörter	Mild Mental Retardation; Children; Phonology; Expressive Language; Receptive Language; Reading Skills; Structural Equation Models; Naming; Phonological Awareness + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Fonologie; Rezeptive Kommunikationsfähigkeit; Reading skill; Lesefertigkeit
Abstract	Little is known about the relationships between phonological processing, language, and reading in children with intellectual disability (ID). We examined the structure of phonological processing in 294 school-age children with mild ID and the relationships between its components and expressive and receptive language and reading skills using structural equation modeling. Phonological processing consisted of two distinct but correlated latent abilities: phonological awareness and naming speed. Phonological awareness had strong relationships with expressive and receptive language and reading skills. Naming speed had moderate relationships with these variables. Results suggest that children with ID bring the same skills to the task of learning to read as children with typical development, highlighting the fact that phonologically based reading instruction should be considered a viable approach. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://aaidd.allenpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10