Sensitivity to orthographic structure in educable mentally retarded children

Thirty 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.     

Reliability of the concept assessment kit-conservation for educable mentally retarded children

Internal consistency, alternate form, and stability coefficients for the CAK-C were obtained for a sample of 135 educable mentally retarded children. The internal consistency and alternate form coefficients appear to be acceptably high, and the stability coefficients, while appreciably lower, still suggest some degree of consistency over a year's time. The reliability of the CAK-C is judged to be satisfactory for EMR children.     

Correlates of the concept assessment kit-conservation for educable mentally retarded children

The relations of the CAK-C to the Stanford-Binet and the WRAT were explored for a sample of 155 educable mentally retarded children. Correlational analyses indicated that: (a) The CAK-C is more closely related to MA than to either CA or IQ. (b) Both Reading and Arithmetic are more closely related to MA than to the CAK-C. The results support the position that Piagetian intelligence is somewhat distinct from psychometric intelligence, but suggest that the latter is the better predictor of academic achievement.     

Learning subtraction in a special school: A self-in-structional training strategy for educable mentally retarded children with arithmetic deficits

The effect of self-instruction in solving subtraction problems was investigated in four children with arithmetic deficits in a special school for educable mentally retarded children. The children were trained individually to use self-instruction in solving subtraction problems with renaming. At the end of the training all four children had improved in solving subtraction problems. Follow-up probes, taken three months after the training had ended, showed that the effect was maintained.