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.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
First Independent Research Support & Transition (FIRST) Awards (R29)
Project #
1R29HD029751-01A1
Application #
2202131
Study Section
Human Development and Aging Subcommittee 3 (HUD)
Project Start
1994-01-05
Project End
1998-12-31
Budget Start
1994-01-05
Budget End
1994-12-31
Support Year
1
Fiscal Year
1994
Total Cost
Indirect Cost
Name
University of Alabama in Tuscaloosa
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
City
Tuscaloosa
State
AL
Country
United States
Zip Code
35487
Conners, Frances A; Rosenquist, Celia J; Sligh, Allison C et al. (2006) Phonological reading skills acquisition by children with mental retardation. Res Dev Disabil 27:121-37
Conners, F A; Atwell, J A; Rosenquist, C J et al. (2001) Abilities underlying decoding differences in children with intellectual disability. J Intellect Disabil Res 45:292-9
Conners, F A; Carr, M D; Willis, S (1998) Is the phonological loop responsible for intelligence-related differences in forward digit span? Am J Ment Retard 103:1-11