Rose Sevcik

This project evaluates the potential efficacy of theoretically motivated instructional reading programs for children with mild mental retardation. These programs are based upon increasingly convergent evidence that early reading difficulties are primarily due to two core linguistic deficits: phonological awareness and naming retrieval/access speed.

The Georgia State University Postdoctoral Research Training in Language and Literacy Interventions with Special Populations trained five postdoctoral fellows by offering them individualized research experiences within the context of interdisciplinary research teams.