A Model of Phonological Processing, Language, and Reading for Students With Mild Intellectual Disability
نویسندگان
چکیده
منابع مشابه
A model of phonological processing, language, and reading for students with mild intellectual disability.
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 ...
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Modeling Phonological Processing for Children with Mild Intellectual Disabilities: The Relationship between Underlying Phonological Abilities and Associated Language Variables
The structure of phonological processing for typically developing children has been debated over the past two decades. Recent research has indicated that phonological processing is best explained by a single underlying phonological ability (e.g., Anthony and Lonigan, 2004). The current study had two goals. The first goal was to determine the structure of phonological processing for school-age c...
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Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study. This longitudinal experimental study showed that students with intellectual disabilities can learn to read given consistent, explicit, and comprehensive reading instruction over an extended period of time. This article presented strategies for providing stu...
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ژورنال
عنوان ژورنال: American Journal on Intellectual and Developmental Disabilities
سال: 2013
ISSN: 1944-7558,1944-7515
DOI: 10.1352/1944-7558-118.5.365