Department of Foundations of Education, University Putra Malaysia, Serdang, Selangor, Malaysia.
Res Dev Disabil. 2013 Mar;34(3):1090-9. doi: 10.1016/j.ridd.2012.12.005. Epub 2013 Jan 9.
Reading decoding ability is a fundamental skill to acquire word-specific orthographic information necessary for skilled reading. Decoding ability and its underlying phonological processing skills have been heavily investigated typically among developing students. However, the issue has rarely been noticed among students with intellectual disability who commonly suffer from reading decoding problems. This study is aimed at determining the contributions of phonological awareness, phonological short-term memory, and rapid automated naming, as three well known phonological processing skills, to decoding ability among 60 participants with mild intellectual disability of unspecified origin ranging from 15 to 23 years old. The results of the correlation analysis revealed that all three aspects of phonological processing are significantly correlated with decoding ability. Furthermore, a series of hierarchical regression analysis indicated that after controlling the effect of IQ, phonological awareness, and rapid automated naming are two distinct sources of decoding ability, but phonological short-term memory significantly contributes to decoding ability under the realm of phonological awareness.
阅读解码能力是获取熟练阅读所需的特定于单词的正字法信息的基本技能。解码能力及其潜在的语音处理技能在发展中的学生中得到了广泛的研究。然而，这个问题在智障学生中很少被注意到，他们通常存在阅读解码问题。本研究旨在确定语音意识、语音短时记忆和快速自动命名这三种众所周知的语音处理技能在 60 名轻度、未指明来源的智障儿童中的贡献，这些儿童的年龄在 15 到 23 岁之间。相关分析的结果表明，语音处理的所有三个方面都与解码能力显著相关。此外，一系列层次回归分析表明，在控制智商的影响后，语音意识和快速自动命名是解码能力的两个不同来源，但在语音意识领域，语音短时记忆对解码能力有显著贡献。
