Phonological awareness and rapid naming predict word attack and word identification in adults with mild mental retardation.

Abstract

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.