Search

Random sampling showed that educable mentally retarded (EMR) students were no more likely to be suspended than nonretarded students. Comparison of suspended EMR and nonretarded (median age 13 years) students indicated that nonretarded students were more likely to be suspended for drug and alcohol-related offenses and other disruptive behavior. (Author/CL)

The article reports on the findings of a study about the analogies of suspensions between educable mentally retarded (EMR) persons and nonretarded students. It indicates that the incidence of suspension on EMR students is less prevalent than nonretarded students. An analysis of the study shows that nonretarded children were apt to be suspended from drug- and alcohol-related violations. However, several studies claim that mildly EMR students were suspended for unknown reasons.

The article examines trainable mentally retarded (TMR) students at two schools completed two years of reading instruction using a whole-word approach. The students were pretested and posttested both years on two word lists, one list was made up of words included in the reading program, the other of words not included. By the end of the second year, the average student had completed 100 lessons and had learned 41 words. It was concluded that TMR students can gain from reading instruction.

The article compares the beginning reading (BR) between retarded and nonretarded children. The approaches to BR are the analytic and synthetic methods (SM). Study subjects include 20 males and 30 females enrolled in intermediate classes for educable mentally retarded (EMR). It shows that SM of instruction will equip children, including EMR to develop transfer skills (TS) and that the development of TS should be a goal of reading instruction.

The article compares letter cues and configuration cues as aids to word recognition in retarded and nonretarded children. It indicates that cues failed to influence the number of words learned by the nonretarded children, and retarded children in the letter-cued group learned more words compared with the other groups. It also shows that nonretarded children had well-developed word attack strategies.

The article presents a study on teaching high frequency words written in a contrived alphabet synthetically and analytically to mentally retarded and nonretarded children matched on mental age. The subjects were tested on the taught words presented and on words that had not been taught but were composed of letters previously introduced to them. In conclusion, both groups of children learned more words and showed greater transfer when the words were taught in a synthetic presentation.