The Effects Of Reading Method On Word Recognition In EMR Children And Changes In Reading Proficiency Related To The WISC

The major purpose of this study was to examine the effects of two experimental methods of teaching reading to educable mentally retarded children. The traditional approach to the reading process acted as the control group. Data was complete with a randomized groups design with two repeated measures, pre-test and post-test word recognition scores. Subtest performance on the Wechsler Intelligence Scale for children was compared to post-test results on the word recognition task.