Modeling individual variation in early literacy skills in kindergarten children with intellectual disabilities.
Phonological awareness, the usual reading crystal ball, fades for kids with ID—shift early teaching to letters, naming speed, and attention.
01Research in Context
What this study did
van Tilborg et al. (2018) tracked how well different skills predict early reading in kindergarten kids with intellectual disability. They compared these kids to same-age peers without disability on letter naming, phonological awareness, rapid naming, and attention. The team wanted to see which skills matter most when IQ is below average.
What they found
Kids with ID scored lower on every early reading task. The surprise: phonological awareness, the star predictor in typical readers, carried little weight for the ID group. Instead, letter knowledge, rapid naming speed, and focused attention drove their early scores.
How this fits with other research
Mascheretti et al. (2018) reviewed dozens of studies and named phonological awareness as a key reading risk marker across the board. That looks like a clash, but it isn't. Sara's review pooled mostly typical or reading-disabled samples; Arjan zoomed in on kids with ID. The skill that predicts for most children predicts far less for this subgroup.
Cornoldi et al. (2014) showed that kids with ID display flatter cognitive profiles than those with specific learning disability. Arjan's finding lines up: when profiles are flat, no single language chip (like phonology) stands out, so teachers must cast a wider net.
Bellon-Harn et al. (2020) found that life experience helps typical adolescents plan, but not those with ID. The same difference model appears here—what usually lifts reading (phonology) does not lift it for kids with ID.
Why it matters
Stop drilling phonological games as your first move with ID kindergarteners. Start with fast letter-naming drills, build strong visual letter memory, and teach attention control. These targets give you more reading traction and respect the unique learning profile of children with intellectual disability.
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02At a glance
03Original abstract
UNLABELLED: In the present study, we investigated (i) to what extent the early literacy skills (phonological awareness, letter knowledge, and word decoding) along with cognitive (nonverbal reasoning, attention, phonological short-term memory, sequential memory, executive functioning) and linguistic (auditory discrimination, rapid naming, articulation, vocabulary) precursor measures of 53 six-year old children with intellectual disabilities (ID) differ from a group of 74 peers with normal language acquisition (NLA) and (ii) whether the individual variation of early literacy skills in the two groups to the same extent can be explained from the precursor measures. Results showed that children with ID scored below the NLA group on all literacy and precursor measures. Structural equation modeling evidenced that in the children with NLA early literacy was directly predicted by phonological awareness, PSTM and vocabulary, with nonverbal reasoning and auditory discrimination also predicting phonological awareness. In children with ID however, the variation in word decoding was predicted by letter knowledge and nonverbal reasoning, whereas letter knowledge was predicted by rapid naming, which on its turn was predicted by attentional skills. It can be concluded phonological awareness plays a differential role in the early literacy skills of children with and without ID. As a consequence, the arrears in phonological awareness in children with ID might put them on hold in gaining proper access to literacy acquisition. WHAT THIS PAPER ADDS: This paper adds to the theoretical knowledge base on literacy acquisition in a special population, namely children with intellectual disabilities (ID). It addresses factors that influence early literacy learning, which have not been investigated thoroughly in this special and specific group. Furthermore, the children are not tested solely on literacy, but also on cognitive measures that may influence literacy acquisition. Whereas most research in ID focuses on groups with specific syndromes/etiologies, this paper takes a varied group of children with ID into account. The paper also adds to educational insights, since the findings imply that children with ID are able to use phonological pathways in learning to read. Educators could teach these children phonics-based literacy skills tailored to their individual learning needs.
Research in developmental disabilities, 2018 · doi:10.1016/j.ridd.2017.10.017