Phonological awareness and rapid automatized naming as predictors of early literacy skills among children with mild to borderline intellectual functioning

Abstract

The aim was to investigate the predicting role of phonological awareness (PA) and rapid automatized naming (RAN) on early literacy skills (e.g., word reading [WR] and spelling [SP]) among children with mild to borderline intellectual functioning. A total of 68 children in inclusive schools in grades 1 and 2, from 12 primary schools from Makka, classified as having intellectual disabilities (ID) of unspecified origin were chosen to participate in this study. Measures of PA and RAN were correlated with measures of WR and SP in children with mild to borderline intellectual functioning. This study advanced knowledge about the predictors (PA and RAN) of early literacy skills (WR and SP) among children with mild to borderline intellectual functioning.

Keywords:

• Early literacy skills
• mild to borderline intellectual functioning
• phonological awareness
• rapid automatized naming
• spelling
• word reading

Institutional review board statement

Not applicable.

Informed consent statement

Not applicable.

Disclosure statement

The author declares no conflict of interest.

Data availability statement

Data sharing not applicable. The data are not publicly available due to participants’ privacy.