In this study we asked whether measures of phonological awareness and rapid naming were correlated with single-word reading skills of 30 adults with mild mental retardation. We presented four tests of phonological awareness (for rime, first, middle, and end-sound categorization), two rapid-naming tests (pictures and letters), and the Woodcock Word-Identification and Word-Attack subtests. All four phonological-awareness measures and both rapid-naming measures were significantly correlated with both word-attack and word-identification skills. This outcome is consistent with findings from typically developing children, suggesting that instruction in phonological awareness would facilitate the acquisition of word-attack skills in individuals with mental retardation.
|Original language||English (US)|
|Number of pages||12|
|Journal||American Journal on Mental Retardation|
|State||Published - May 2007|
ASJC Scopus subject areas
- Health Professions(all)