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- W4387304823 abstract "Being able to read is crucial for academic success and participation in society. People with intellectual disability (ID) exhibit reading difficulties and many never become fluent readers. Reading is a complex activity, and many underlying mechanisms may explain these difficulties. We examined the impact of fluid intelligence and socioeconomic status (SES) on early literacy skills and reading ability in 136 students with ID at a beginning reader level using Structural Equation Modelling (SEM). Our findings suggest that early literacy skills play a significant role in determining reading ability among students with ID. Furthermore, fluid intelligence indirectly supports reading ability via early literacy skills. However, SES did not contribute to early literacy skills or reading ability at this initial stage of reading development. This study shows a similar influence of fluid intelligence on reading ability in students with ID while displaying a relatively low importance of SES compared to their typically developing peers. The study highlights critical factors that shape reading skills in students with ID, with potential implications for educational interventions and supports. For example, teachers should focus on early literacy skills for older students as well as for young students with ID who are at a beginning reader level." @default.
- W4387304823 created "2023-10-04" @default.
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- W4387304823 date "2023-10-02" @default.
- W4387304823 modified "2023-10-05" @default.
- W4387304823 title "Reading ability in students with intellectual disability who are beginning readers are unaffected by socioeconomic status but supported by fluid intelligence via early literacy skills." @default.
- W4387304823 doi "https://doi.org/10.31219/osf.io/u96vf" @default.
- W4387304823 hasPublicationYear "2023" @default.
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