ERIC Number: ED022277
Record Type: RIE
Publication Date: 1967-Jan
Reference Count: 0
Parental Teaching of the Educable Mentally Retarded Child as Related to School Achievement.
Rau, Dorothea Natalie
To identify home influences related to the school achievement of the educable mentally retarded, 36 subjects (ages 9-0 to 12-11, IQ's 55 to 75) representing high or low school achievement were selected and divided into higher and lower socioeconomic groups. Both parents were questioned about their activities with the child, and the mother was asked in a later session to teach specified block designs and tests of general information to the child. Analysis of parent responses indicated imbalance among the subgroups: less achievement discrepancy was observed among the high achievers of the lower socioeconomic group than high achievers of the higher socioeconomic group (p>.05); the high achievers in both socioeconomic groups differed from the low achievers in that they had a lower IQ, mental age, and expected grade placement (p<.05); and a disproportionately high representation of girls was found in the higher socioeconomic group (p=.01). Results from the parent interview indicated fathers of high achievers, regardless of socioeconomic level, mentioned with higher frequency their social emotional dealings with the child (p<.01); and mothers of high achievers gave less verbal control. (RS)
Descriptors: Academic Achievement, Achievement, Exceptional Child Research, Family Influence, Family (Sociological Unit), High Achievement, Interviews, Low Achievement, Mental Retardation, Mild Mental Retardation, Parent Child Relationship, Parent Influence, Parent Participation, Socioeconomic Status, Task Performance
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Illinois Univ., Urbana.