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Reading retention and transfer in TMR students
American Journal of Mental Deficiency
|November 1, 1977
Summary
Students with TMR (trainable mentally retarded) demonstrated significant reading gains after two years of whole-word instruction. They acquired, retained, and transferred word recognition skills, showing reading is achievable for this population.
Area of Science:
- Special Education
- Applied Linguistics
- Developmental Psychology
Background:
- Students with trainable mental retardation (TMR) often face challenges in traditional academic settings.
- Early reading intervention is crucial for cognitive development and functional independence.
- The efficacy of specific reading approaches for TMR students requires ongoing investigation.
Purpose of the Study:
- To evaluate the effectiveness of a whole-word reading instruction approach for TMR students.
- To assess word acquisition, retention, and transfer of reading skills in TMR learners.
- To determine if TMR students can benefit from structured reading programs.
Main Methods:
- A cohort of 21 TMR students participated in 2 years of whole-word reading instruction across two schools.
- Students were assessed using pretests and posttests with word lists measuring acquisition, retention, and transfer.
- Statistical analysis involved one-way repeated measures ANOVA to determine significant changes in word recognition.
Main Results:
- A statistically significant increase in word recognition was observed over the 2-year period.
- On average, students completed 100 lessons and learned 41 words, retaining most over summer break.
- Significant transfer of learned skills to untaught words was also statistically confirmed.
Conclusions:
- TMR students can successfully acquire and retain word recognition skills through whole-word reading instruction.
- The findings support the potential for TMR students to benefit significantly from targeted reading interventions.
- This study highlights the importance of tailored educational strategies for improving literacy in students with intellectual disabilities.
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