Frances A. Conners|Julie Atwell|Celia Rosenquist|Allison C. Sligh
Abilities underlying decoding differences in children with intellectual disability
University of Alabama|University of Alabama|University of Alabama|University of Alabama
researchers recent years made much progress towards understanding children struggle learn read however little research involved children intellectual disability associated iq 70 id also called mental retardation present analysis authors examined cognitive similarities differences stronger weaker decoders id 65 children id present analysis initially referred teachers study involved training basic phonological reading skills present analysis compares 21 children excluded training study decoding skills already high 44 children whose decoding skills low enough training study groups compared general intelligence language ability phonemic awareness phonological memory initial analyses showed stronger decoders significantly better weaker decoders language ability phonemic awareness rehearsal phonological memory intelligence also significantly older weaker decoders age covaried groups differed significantly rehearsal phonological memory although difference phonemic awareness marginally significant poorest performers excluded intelligence substantially limited ability rehearse refresh phonological codes working memory plays major role determining childrens success learning read ability appears important intelligence language ability phonemic awareness possible reason phonemic awareness measure good distinguishing groups phonological rehearsal measure former involve assembling phonological output suggested combination poor phonological representation poor phonological output assembly makes decoding difficult children id