Sermier Dessemontet Rachel, de Chambrier Anne-Françoise
University of Teacher Education from State of Vaud, Special Needs Education Unit, Av. de Cour 33, Lausanne, 1014, Switzerland.
Res Dev Disabil. 2015 Jun-Jul;41-42:1-12. doi: 10.1016/j.ridd.2015.04.001. Epub 2015 May 14.
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.
我们的研究调查了语音意识和字母发音知识是否是病因未明的智力障碍（ID）儿童阅读进步的预测因素。对129名轻度或中度ID儿童在6至8岁时进行了学业成就测试，以及在一学年和两学年后再次进行测试。研究结果表明，在控制了智商、年龄、表达性词汇、口语和安置类型后，6至8岁时的语音意识和字母发音知识可预测一学年和两学年后的单词和非单词阅读进步。6至8岁时的语音意识和字母发音知识也可预测一学年和两学年后的阅读理解进步。这些发现表明，训练语音意识技能并结合明确的自然拼读教学对于促进病因未明的轻度和中度ID儿童的阅读进步很重要。
