Interrelationships among mental abilities, reading, language arts, and arithmetic with the mentally handicapped

Abstract

Academic achievement is the foremost component of education programs for mentally handicapped children. Specific to the area of arithmetic, the tendency among educators is to stress concrete dimensions2 without adequate emphasis upon verbal problem-solving, concept attainment, and numerical reasoning.3 The justification for this type of programming seems to emerge from the assumptions that have been drawn from measures of mental abilities.