PHONOLOGICAL PROCESSING AND MENTAL RETARDATION

拟议研究的广泛和长期目标是 理解语音处理在阅读中的作用， 智力迟钝的儿童。语音加工 （语音的声音结构的处理）已被确定 在学习阅读的过程中至关重要，然而， 在对智力落后儿童阅读的研究中被忽视。 此外，研究表明，语音处理可能是 与智力正交，这意味着它可能是一个亲戚， 与其他儿童相比， 阅读相关技能。如果是这样的话， 弱智儿童阅读指导。的 拟议的研究将调查 语音处理和智力，特别关注 智力迟钝的儿童。研究的具体目标 （l）建立一个可行的理论框架， 研究语音加工与智力的关系。 本文将运用巴德利的工作记忆理论， 重点关注发音环（AL）成分。竞争性任务 实验方法和大样本个体 差异的方法将被用来联系语音 处理到AL功能。(2)为了检验 智能到语音处理。使用两组 比较和个体差异方法，并使用非 语音测量比较，智力将相关 语音加工措施以及AL功能。（三） 考察语音加工能力（AL 功能）和智力对语音习得的影响 智力迟钝儿童的阅读技能。的9周 字母-声音混合教学大纲 对应，和语音阅读提出了这一点 目的.这项研究将有助于目前对 智力和阅读技能，以及努力 提高智力残疾儿童独立能力 通过发展阅读技能而发展迟缓。

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.