Rodney Barker|Rose A. Sevcik|Robin D. Morris|Mary Ann Romski
A Model of Phonological Processing, Language, and Reading for Students With Mild Intellectual Disability
abstract little known relationships phonological processing language reading children intellectual disability id examined structure phonological processing 294 schoolage children mild id relationships components expressive receptive language reading skills using structural equation modeling phonological processing consisted two distinct correlated latent abilities phonological awareness naming speed phonological awareness strong relationships expressive receptive language reading skills naming speed moderate relationships variables results suggest children id bring skills task learning read children typical development highlighting fact phonologically based reading instruction considered viable approach