Shadow

Sounds pretty interesting — what kind of MR did they have? 

ScienceDirect - Research in Developmental Disabilities : Phonological reading skills acquisition by children with mental retardation

Phonological reading skills acquisition by children with mental retardation

Frances A. Conners, Celia J. Rosenquist, Allison C. Sligh, Julie A. Atwell and Tanya Kiser

doi:10.1016/j.ridd.2004.11.015

Research in Developmental Disabilities
Article in Press

Abstract

Twenty children with mental retardation (MR), age 7–12, completed a phonological reading skills program over approximately 10 weeks. As a result of the instruction, they were better able to sound out learned and transfer words compared to a control group matched on age, IQ, nonword reading, language comprehension, and phonemic awareness. Final sounding out was predicted by beginning reading skill in both groups, by phonemic awareness and articulation speed in the control group only, and by general language ability in the instruction group only. Neither IQ nor verbal working memory correlated significantly with final sounding out ability in either group. It is suggested that the instruction succeeded in compensating for weaknesses in phonemic awareness and speech articulation, but favored those who had better language skills.

Keywords: Phonological reading skill; Mental retardation; Language comprehension

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