BureA of Education for the Handicapped

To explore the reading strategies of normal and retarded children, based on higher and lower order reading restonses, 26 educable mentally handicapped and 2u first graders (equated for reading achievement) were tested. It was hypothesized that normals would make more higher-order reading responses than educables and educables would make note lower-order rt-ading responses than normals. Data were based on errors and other rrsronses during reading. results were felt to confirm the hypothesis prelict!ng the relationshir between educables and low-level responses and partially confirm tic hypothesis of higher-level resronses for normals. It was concluded that inculcation of efficient reading strategies is a legitimate educational goal for the mentally handicapped. (CD) C031394 00 cr O Cg r