ERIC Number: ED046198
Record Type: RIE
Publication Date: 1970-Sep
Reference Count: 0
Higher-Order and Lower-Order Reading Responses of Mentally Retarded and Normal Children at the First-Grade Level. Interim Report.
To explore the reading strategies of normal and retarded children, based on higher and lower order reading responses, 26 educable mentally handicapped and 24 first graders (equated for reading achievement) were tested. It was hypothesized that normals would make more higher-order reading responses than educables and educables would make more lower-order reading responses than normals. Data were based on errors and other responses during reading. Results were felt to confirm the hypothesis predicting the relationship between educables and low-level responses and partially confirm the hypothesis of higher-level responses for normals. It was concluded that inculcation of efficient reading strategies is a legitimate educational goal for the mentally handicapped. (CD)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Columbia Univ., New York, NY. Teachers College.