Title

Relative Effectiveness of Three Methods of Reading Instruction in Developing Specific Recall and Transfer Skills in Learners with Moderate and Severe Mental Retardation

Document Type

Article

Publication Date

9-1-1990

Abstract

The relative effectiveness of 3 instructional procedures (sight word, fading, tactile-kinesthetic) in teaching 32 students (age 9-20) with moderate to severe mental retardation to read a series of monosyllabic words was investigated. No one experimental condition was superior to the others, and no skill acquisition differences were found in reading untaught words.

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