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Teaching moderately mentally retarded children basic reading skills.

F R Hoogeveen1, P M Smeets, G E Lancioni

  • 1Department of Developmental Psychology, University of Leiden, The Netherlands.

Research in Developmental Disabilities
|January 1, 1989
PubMed
Summary
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This study shows a reading program effectively taught basic reading skills to moderately mentally retarded children using a phonemic alphabet and visual cues. Students learned to read untrained words and simple sentences.

Area of Science:

  • Special Education
  • Developmental Psychology
  • Applied Linguistics

Background:

  • Children with moderate intellectual disabilities often face challenges in acquiring fundamental literacy skills.
  • Effective pedagogical approaches are crucial for developing reading abilities in this population.

Purpose of the Study:

  • To evaluate the effectiveness of a structured reading program designed for moderately mentally retarded children.
  • To assess the program's use of a phonemic alphabet, pictorial cueing, and stimulus manipulation.

Main Methods:

  • A six-phase program was implemented, progressing from vowel graphemes to multi-syllable words.
  • Four moderately mentally retarded students participated in the reading intervention.
  • Training involved systematic instruction with visual and auditory cues.

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Main Results:

  • All participating students demonstrated the ability to read untrained words at trained complexity levels.
  • Students showed proficiency in reading and, to some extent, understanding simple sentences.
  • The program required an average of 35 hours of training per subject.

Conclusions:

  • The phonemic-based reading program is effective for teaching basic literacy skills to moderately mentally retarded children.
  • The utilized techniques of pictorial cueing and stimulus manipulation enhance learning.
  • The acquired reading skills show potential for generalization to new words and simple sentence comprehension.