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Reading retention and transfer in TMR students

T R Vandever, J C Stubbs

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.

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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.