ERIC Number: ED206147
Record Type: RIE
Publication Date: 1981-May
Reference Count: 0
The Responses to Written Language by Mildly and Moderately Mentally Retarded Adolescents.
The reading and writing behavior of seven mildly mentally retarded and 12 moderately retarded adolescents was analyzed. Data were collected in the classroom on 11 language tasks, including drawing, forming letters and numbers, and performing general print production. Ss were also asked to answer historical/experiential questions and conceptual/qualitative questions about reading and writing. Ss' book handling knowledge and oral reading skills were also examined. Attitudes toward reading and writing, parental attitudes and models of reading, and the relationship between language and home environment was noted. Miscue analysis was also performed. Among research findings were that the home did not appear to be an instrumental factor in acquiring and using reading skills in the Ss; although all moderately retarded Ss could reproduce writing expected of them in a particular program, none could produce meaningful or original thought through written language; and the reading comprehension of the mildly retarded Ss was heavily dependent on sight word identification and utilization of the graphophonemic language cue system. Thirteen implications included the need to infuse a practical awareness of reading and writing in the home environment, the importance of meaningful reading and writing to students, and the value of observing adults, siblings, and friends gain pleasure from reading. (CL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association on Mental Deficiency (105th, Detroit, MI, May 29, 1981).