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The role of phonological awareness and letter-sound knowledge in the reading development of children with intellectual disabilities

机译：语音意识和发声知识在智障儿童阅读发展中的作用

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Our study investigated if phonological awareness and letter-sound knowledge were predictors of reading progress in children with intellectual disabilities (ID) with unspecified etiology. An academic achievement test was administered to 129 children with mild or moderate ID when they were 6-8 years old, as well as one and two school years later. Findings indicated that phonological awareness and letter-sound knowledge at 6-8 years of age predicted progress in word and non-word reading after one school year and two school years after controlling for IQ age, expressive vocabulary, spoken language, and type of placement. Phonological awareness and letter-sound knowledge at 6-8 years of age also predicted progress in reading comprehension after one school year and two school years. These findings suggest that training phonological awareness skills combined with explicit phonics instruction is important to foster reading progress in children with mild and moderate ID with unspecified etiology. (C) 2015 Elsevier Ltd. All rights reserved.
机译：我们的研究调查了语音意识和字母发音知识是否是未明确病因的智力障碍儿童（ID）阅读进度的预测指标。对129名年龄在6至8岁的ID中等或中等的儿童以及一两个学年后的孩子进行了一项学业成绩测试。研究结果表明，在控制了智商年龄，表达性词汇，口语和语言类型之后，6-8岁的语音意识和字母语音知识可以预测一个学年和两个学年后单词和非单词阅读的进展。 。 6-8岁的语音意识和发声知识也可以预测一学年和两学年后阅读理解的进步。这些发现表明，结合未明确的病因学，训练语音意识意识技能与明确的语音教学相结合对于促进轻度和中度ID患儿的阅读进度很重要。 （C）2015 Elsevier Ltd.保留所有权利。

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