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ERIC Number: EJ1015865
Record Type: Journal
Publication Date: 2013-Sep
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1944-7515
A Model of Phonological Processing, Language, and Reading for Students with Mild Intellectual Disability
Barker, R. Michael; Sevcik, Rose A.; Morris, Robin D.; Romski, MaryAnn
American Journal on Intellectual and Developmental Disabilities, v118 n5 p365-380 Sep 2013
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.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: H324K040007