ERIC Number: ED204988
Record Type: RIE
Publication Date: 1981-Apr
Print Awareness of Mildly Mentally Retarded Minority Urban Adolescents.
The reading and writing behavior of nine mentally retarded Black adolescents enrolled in secondary level special education classes in an urban school district were analyzed. Data were collected on 11 language tasks which included drawing, forming letters and numbers, and general print production. Ss were also requested to answer historical/experimental questions and conceptual/qualitative questions about reading and writing. Other tasks ascertained Ss' book handling knowledge as well as oral reading abilities. Interviews and surveys were conducted to determine Ss' attitudes toward reading and writing, parental attitudes and models of reading, and the interactive relationship between language and home environments. Ss' miscue analyses (i.e., deviations from print) of their oral reading revealed how efficiently they utilized the syntactic, semantic, and graphonomic language systems. Results indicated that these Black adolescents' reading and writing behavior could be analyzed, categorized, and measured qualitatively within a particular information processing/psycholinguistic paradigm. Implications focused on the practical implementation of whole language instruction and integrated activities into the urban junior high school curriculum and home environment for mildly mentally retarded minority urban adolescents. (Author/SB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual International Convention of The Council for Exceptional Children (59th, New York, NY, April, 1981, Session A-7).