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Updated: Jan 31, 2026
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Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
Published on: October 11, 2018
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Acquisition of Reading and Intellectual Development Disorder
Anne-Sophie Pezzino1, Nathalie Marec-Breton1, Agnès Lacroix2
1Psychology of Behavior, Cognition and Communication Laboratory, Université de Rennes 2, CRPCC (EA 1285), Place du recteur Henri Le Moal, CS 24307, 35043, Rennes, France.
Journal of Psycholinguistic Research
|January 4, 2019
Summary
Individuals with intellectual deficiency (ID) face reading acquisition challenges due to various cognitive factors. This review highlights links between reading skills and intellectual efficiency, perception, oral language, phonological processing, and memory.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Special Education
Background:
- Reading acquisition in individuals with intellectual deficiency (ID) presents significant challenges.
- Heterogeneity in results and influencing variables complicate the study of reading in ID.
Purpose of the Study:
- To review literature on reading acquisition in individuals with ID.
- To identify explanatory factors contributing to reading difficulties in this population.
Main Methods:
- Literature review of studies on reading acquisition in intellectual deficiency.
- Analysis of factors including intellectual efficiency, perceptual abilities, oral language, phonological processing, and memory.
Main Results:
- Multiple factors contribute to reading difficulties in individuals with ID.
- A significant link exists between reading skills and cognitive abilities such as perception, oral language, phonological processing, and working memory.
Conclusions:
- Understanding the interplay of cognitive skills is crucial for addressing reading challenges in ID.
- Targeted interventions may improve reading acquisition by addressing specific cognitive deficits.
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