Pezzino Anne-Sophie, Marec-Breton Nathalie, Lacroix Agnès
Psychology of Behavior, Cognition and Communication Laboratory, Université de Rennes 2, CRPCC (EA 1285), Place du recteur Henri Le Moal, CS 24307, 35043, Rennes, France.
J Psycholinguist Res. 2019 Jun;48(3):569-600. doi: 10.1007/s10936-018-9620-5.
We propose a review of the literature of the studies investigating reading acquisition in intellectual deficiency (ID), with particular focus on the explanatory factors for reading difficulties. Indeed, we explore the role of intellectual efficiency, perceptual abilities, oral language development, phonological processing and memory. The study of reading acquisition in ID is a challenge because of a high degree of heterogeneity in the results which, together with other variables influencing learning and development. This review has allowed us to understand that there are multiple reasons why individuals with ID have difficulty learning to read. More specifically, there is a link between reading skills and certain cognitive skills, such as perception, oral language, phonological processing and working memory.
我们建议对有关智力缺陷（ID）阅读习得研究的文献进行综述，特别关注阅读困难的解释因素。实际上，我们探讨了智力效率、感知能力、口语发展、语音处理和记忆的作用。由于结果存在高度异质性，以及其他影响学习和发展的变量，对ID阅读习得的研究是一项挑战。这项综述使我们明白，ID个体在学习阅读方面存在困难有多种原因。更具体地说，阅读技能与某些认知技能之间存在联系，如感知、口语、语音处理和工作记忆。
