Reading and the Moderately Mentally Handicapped

Authors

  • Ronan Colgan

Keywords:

Reading, MLD, Moderate Mentally Handicapped, Word Analysis Skills, Teacher Practice, Reflection, English, Literacy, Curriculum, Intervention, Support, Programme, Subject, Writing, Decoding

Abstract

Children who are moderately mentally handicapped can acquire and employ word analysis skills according to research. Indications from small-scale survey in Dublin suggest that teacher practice reflects otherwise. 

References

Buckley, S. (1981-83). Reading and Language Development in Children with Down's Syndrome. Portsmouth: Psychology Department, Portsmouth Polytechnic.

Neville. D. and Vadever, T.R. (1973). Decoding as a result of Synthetic and Analytic Presentations for Retarded and Non-Retarded Children. American Journal of Mental Deficiency, 77, 533-557

Richardson, E., Winsberg, B.E. and Bailer, I. (1973). Assessment of Two Methods of Teaching Phonic Skills to Neuropsychiatrically Impaired Children. Journal of Learning Disabilities, 6, 628-635.

Singh, N. and Singh, J. (1984). Reading and Remediation in the Mentally Retarded. International Review of Research, 14.

Smith, R.M.(1974). Clinical Teaching: Methods of Instruction for the Retired. New York: McGraw-Hill.

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Published

2022-11-28

How to Cite

Colgan, R. (2022). Reading and the Moderately Mentally Handicapped. REACH: Journal of Inclusive Education in Ireland, 1(2), 64–67. Retrieved from https://reachjournal.ie/index.php/reach/article/view/519

Issue

Vol. 1 No. 2 (1988)

Section

Articles

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