Sensitivity to Orthographic Structure in Educable Mentally Retarded Children.

Allington, Richard L.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ249466

Record Type: Journal

Publication Date: 1981-Apr

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

Available Date: N/A

Sensitivity to Orthographic Structure in Educable Mentally Retarded Children.

Allington, Richard L.

Contemporary Educational Psychology, v6 n2 p135-39 Apr 1981

Educable mentally retarded (EMR) children were presented an item selection task to assess their sensitivity to orthographic structure in printed English words. Analyses of performance indicated that EMR children do acquire implicit knowledge of orthographic rules and that this ability is related to the development of reading skills. (Author)

Descriptors: Cognitive Development, Elementary Education, Graphemes, Mild Mental Retardation, Orthographic Symbols, Reading Ability, Reading Difficulties, Reading Skills

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: Peabody Individual Achievement Test; Peabody Picture Vocabulary Test

Grant or Contract Numbers: N/A

Author Affiliations: N/A