A Review of Research: Reading and the Educable Mentally Handicapped

Abstract

This paper reviews the literature dealing with the importance of reading to educable mentally handicapped (EMH) children, the characteristics of EMH children which influence the acquisition of reading skills, and current approaches to teaching reading to the mentally handicapped. The implications of this research to the teaching of reading are summarized.

Visual Feedback in Word Acquisition Behaviour in Moderately Retarded Subjects

“…A few studies have examined such behaviour in the educable mentally handicapped (Cegelka & Cegelka, 1970) but few indeed have examined reading behaviour in moderately mentally retarded subjects. Indeed, Perlstein (1965) has remarked that education in the didactic sense with the moderately retarded is .not possible.…”

Implementing a Multimethod, Multilevel Literacy Program for Students with Mental Retardation

“…In contrast, the education of students with mild to moderate mental retardation tends to focus on social, vocational, and daily living skills to the exclusion of literacy instruction beyond a basic functional level (Brolin, 1995;Dever, 1990; Kelly, Wildman, & Berler, 1980). Some educators have questioned the deemphasis on academic learning (Cegelka & Cegelka, 1970), and others have called into question the type of literacy instruction that is delivered within this curriculum.…”

Manipulating Visual Feedback in Word Acquisition Behavior in Tmr Subjects

“…Some studies have examined such behavior in the educable mentally handicapped (Cegelka & Cegelka, 1970), but few indeed have examined reading behavior in trainable mentally retarded (TMR) subjects. Indeed, Perlstein (1965) has remarked that, in the didactic sense, education with the TMR is not possible.…”