Individuals with Intellectual Disability Can Self-Teach in Reading

Autor/inn/en	Loveall, Susan J.; Conners, Frances A.
Titel	Individuals with Intellectual Disability Can Self-Teach in Reading
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 118 (2013) 2, S.108-123 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
DOI	10.1352/1944-7558-118.2.108
Schlagwörter	Children; Mental Retardation; Reading; Independent Study; Orthographic Symbols; Phonology + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Geistige Behinderung; Leseprozess; Lesen; Selbststudium; Fonologie
Abstract	Previous research has suggested that individuals with intellectual disability (ID) underperform in several areas of reading compared to mental age-matched peers. However, it is unclear how they compare on orthographic aspects of reading, which have to do with learning and matching the specific letter patterns in words. The leading approach to understanding orthographic learning is the self-teaching hypothesis, which suggests that orthographic learning is acquired through the experience of phonologically recoding words. The present study was a first test of the self-teaching hypothesis for individuals with ID in comparison to a group of typically developing children matched on verbal mental age. Results indicated that both groups were able to self-teach. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://aaidd.allenpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10