PHONOLOGICAL PROCESSING AND MENTAL RETARDATION

拟议研究的广泛、长期目标是 理解语音加工在阅读中的作用 智力低下的儿童。语音加工 (语音的声音结构的处理)已经被识别 在学习阅读的过程中至关重要，但几乎 在弱智儿童阅读研究中被忽视。 此外，研究表明，语音处理可能是 与智力成正比，这意味着它可能是一个亲戚 智力低下儿童的力量与其他 阅读相关技能。如果是这样的话，它可以在 弱智儿童阅读指导。这个 拟议的研究将调查两者之间的关系 语音加工和智能，特别注意 智力低下的儿童。研究的具体目的 是(L)建立一个可行的理论框架，在这个框架内 研究语音加工与智力的关系。 将使用巴德利的S工作记忆理论，特别是 重点放在关节环(AL)部分。竞争性任务 实验方法论与大样本个体 将使用不同的方法来联系音系学 对AL函数的处理。(二)检视 从智能到语音处理。使用两个组 比较和个体差异方法，并使用非 语音指标进行比较，智力会有所关联 对语音加工措施和AL功能的影响。(3) 考察语音加工能力(AL)的影响 功能)和智力对语音习得的影响 智力低下儿童的阅读技能。A 9周 音响混音教学大纲，字母发音 通信，并建议对此进行语音阅读 目的。这项研究将有助于目前对 心智能力和阅读技能，以及努力 提高智力障碍儿童的独立功能 通过阅读技能的发展而导致的智力迟缓。

The broad, long-term objective of the proposed research is to understand the role of phonological processing in reading by children with mental retardation. Phonological processing (processing of the sound structure of speech) has been identified as critical in the process of learning to read, yet has been nearly ignored in research on reading by children with mental retardation. Also, research suggests that phonological processing may be orthogonal to intelligence, which means that it could be a relative strength for children with mental retardation, compared with other reading-related skills. If so, it could be capitalized on in reading instruction for children with mental retardation. The proposed research will investigate the relationship between phonological processing and intelligence with specific attention to children with mental retardation. The specific aims of the research are (l) To establish a viable theoretical framework within which to study the relationship of phonological processing to intelligence. Baddeley' s working memory theory will be used, with particular focus on the articulatory loop (AL) component. Competing task experimental methodology as well as large-sample individual differences methodology will be used to relate phonological processing to AL function. (2) To examine the relationship of intelligence to phonological processing. Using both group comparison and individual differences approaches, and using non- phonological measures for comparison, intelligence will be related to phonological processing measures as well as to AL function. (3) To examine the effects of phonological processing ability (AL function) and of intelligence on acquisition of phonological reading skills by children with mental retardation. A 9-week program of instruction in sound blending, letter-sound correspondence, and phonological reading is proposed for this purpose. The research will contribute to current understanding of mental abilities and of reading skill, as well as to efforts to increase independent functioning of children with mental retardation through development of reading skill.