ERIC Number: ED139135
Record Type: RIE
Publication Date: 1977-Apr
Reference Count: 0
Reading Achievement and Self-Concept of Educable Retarded Boys in Three Educational Settings.
Kendall, William S.
The relationship between reading achievement, class placement, and self-concept was investigated with three groups of educable mentally retarded (EMR) male children between 102 and 144 months old: 30 Ss enrolled full-time in a special class, 30 Ss enrolled in the fourth grade regular classes, and 30 Ss integrated in the regular fourth grade program and receiving additional support beyond that ordinarily provided in regular classes through learning resource centers. Results indicated that the self-concept of segregated and integrated EMR children receiving special help was lower than that of regular class EMR children. Differences in reading achievement and self-concept were found for the three settings. (Author/IM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual International Convention, The Council for Exceptional Children (55th, Atlanta, Georgia, April 11-15, 1977)