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ERIC Number: ED063692
Record Type: RIE
Publication Date: 1972-Dec
Pages: 827
Abstractor: N/A
Reference Count: 0
A Diagnostic Study of Reading Disabilities of Children Enrolled in Six Public School Special Classes for the Mentally Retarded. Final Report.
Ensher, Gail L.
The 2-year project of intensive clinical studies of children, teachers, and educational strategies was reported to be primarily concerned with characteristics of emotional behavior and cognitive functioning in children termed educable mentally retarded, assessments of learning and emotional disorders in children, effects of remediation program, and teacher characteristics and their impact on learning in children. The project report was divided into four major sections: review of literature on current theories of mental retardation and cognitive functioning, and evidence on learning disabilities and performance and behavior variance of children classified as retarded; presentation of research methodology used; presentation of clinical data based on evaluations of children and teachers the first year and remediation attempts during the second year; presentation of selected portions of group data; and summary and conclusions. Representative major findings of the study were that almost half of the 48 children scored higher on the Stanford Binet Intelligence Test than was thought possible, that learning disabilities frequently consisted of multiple, not single, intellectual dysfunctions, and that some children did not show a pre-established hierarchical order of skills. (CB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Boston Univ., MA. School of Education.
Note: Presented as the author's Doctoral dissertation