Reading skills among students with intellectual disabilities

Ratz, Christoph; Lenhard, Wolfgang

doi:10.1016/j.ridd.2013.01.021

Cited by 56 publications

(47 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The second alphabetic stage relies on a phonological route to learning which is more analytical. During this stage, both phonemes and graphemes become associated as children learn to sound out words [129].…”

Section: Automaticity In Writing and Spellingmentioning

confidence: 99%

“…The orthographic stage then develops after acquisition of phoneme-grapheme conversion knowledge, based on the application of phonological processing to spelling. At this stage, readers have learned to analyse words, and both letter groupings and word structure become important for increasingly fluid reading [129][130][131].…”

Section: Automaticity In Writing and Spellingmentioning

confidence: 99%

See 1 more Smart Citation

Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part One: Theory and Assessment

Potter¹

2017

Learning Disabilities - An International Perspective

View full text Add to dashboard Cite

The current chapter is the first of two chapters in this book to describe an instructional programme based on Luria's theories, which can be used to develop basic skills and automaticity in reading, as well as basic skills and automaticity in writing and spelling. This chapter focuses on the theory behind the programme and then describes how assessment is used to develop an individual programme relating to both basic skill and fluency needs in reading, writing and spelling. The process is illustrated with one detailed case study, in which instructional needs identified in the assessment process are linked to particular areas of the programme. The results of this child and other case studies are then presented in the second chapter, Developing Automaticity in Children with Learning Disabilities:A Functional Perspective. Part Two: Programme Methods and Materials, in which the results of children exposed to the programme are analysed to identify key implementation variables affecting the development of reading, writing and spelling fluency.

show abstract

Section: Automaticity In Writing and Spellingmentioning

confidence: 99%

Section: Automaticity In Writing and Spellingmentioning

confidence: 99%

Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part One: Theory and Assessment

Potter¹

2017

Learning Disabilities - An International Perspective

View full text Add to dashboard Cite

show abstract

“…). For example, in a recent large study of school‐aged students with ID of various aetiologies, 29.3% of the children did not read at all and 6.8% read at a logographic stage, 31.9% at an alphabetic stage and only 32% at an orthographic level (Ratz & Lenhard ).…”

Section: Introductionmentioning

confidence: 99%

“…Most children with ID are able to acquire some literacy skills, but their level of literacy varies widely (Katims 2001;Koritsas & Iacono 2011;Wei et al 2011). For example, in a recent large study of school-aged students with ID of various aetiologies, 29.3% of the children did not read at all and 6.8% read at a logographic stage, 31.9% at an alphabetic stage and only 32% at an orthographic level (Ratz & Lenhard 2013).…”

Section: Introductionmentioning

confidence: 99%

Reading skills in children with mild to borderline intellectual disability: a cross‐sectional study on second to eighth graders

Blasi

Buono

Cantagallo

et al. 2019

J intellect Disabil Res

View full text Add to dashboard Cite

Background Students with intellectual disabilities (IDs) have various learning difficulties and are at risk for school failure. Large inter‐individual differences are described for reading, but it is unclear how these vary as a function of grade. The aim of this study was to examine various reading fluency, accuracy and comprehension parameters in second‐to‐eighth‐grade Italian children with either borderline intellectual functioning (BIF) or mild ID (MID). Methods We examined 106 children with BIF (67 M and 39 F) and 168 children with MID (107 M and 61 F). The children were in the second to eighth grade and were comparable for chronological age (7 to 14 years). They were administered a battery of tests that assessed fluency and accuracy of word, pseudo‐word and text reading, as well as text comprehension. Standardised scores allowed us to compare the performance of the two groups with normative values. Results Children with ID obtained generally low scores compared with normative values. Those with MID had greater difficulty than those with BIF. Furthermore, difficulty was greater for speed than for accuracy measures and for words than for pseudo‐words. Difficulty (particularly in the case of reading speed) tended to be pronounced at later grades. Marked individual differences were present independently of MID–BIF subgrouping, as well as stimulus category and reading parameter. Conclusions As a group, children with ID showed difficulty in reading acquisition; the effect was greater for children with more severe ID, but large individual differences were observed in children with both BIF and MID. Relatively spared pseudo‐word reading skills indicate efficient use of the grapheme‐to‐phoneme conversion routine. This processing mode may prove more ineffective at higher levels of schooling when even in regular orthographies such as Italian typically developing children rely on lexical activation.

show abstract

“…Despite reading skills are central in curricula of special education or inclusion situations, literacy acquisition is still limited for students with ID as recent studies have shown (Ratz, & Lenhard, 2013;van Wingerden, Segers, van Balkom, & Verhoeven, 2014).…”

Section: Discussionmentioning

confidence: 99%

Who do you refer to? How young students with mild intellectual disability confront anaphoric ambiguities in texts and sentences

Tavares

Fajardo

Clemente

et al. 2015

Research in Developmental Disabilities

View full text Add to dashboard Cite

Reading skills among students with intellectual disabilities

Cited by 56 publications

References 11 publications

Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part One: Theory and Assessment

Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part One: Theory and Assessment

Reading skills in children with mild to borderline intellectual disability: a cross‐sectional study on second to eighth graders

Who do you refer to? How young students with mild intellectual disability confront anaphoric ambiguities in texts and sentences

Contact Info

Product

Resources

About