ERIC Number: ED176458
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
What Research Says About Reading for the Mentally Retarded Child.
Carney, John J.
The document reviews research data, particularly group research, relating to teaching reading to the mildly retarded child. The paper examines the following areas: word recognition/meaning (context, decoding/phonics, sight words); letter acquisition and discrimination; comparative studies of methods and techniques; reading profiles of retarded individuals; and comprehension. A summary and analysis of study results are followed by a discussion of implications for educational practice. Among the conclusions drawn are that there is nothing in the literature which suggests that it is unrealistic to reasonably expect mildly retarded children to achieve a level of literacy commensurate with their mental ages if instruction is designed specifically to meet the retarded child's individual needs; and that the current state of research suggests an inordinate concern with basic word recognition acquisition strategies and an inadequate emphasis upon comprehension processes. (SBH)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (Atlanta, Georgia, April 23-27, 1979)