The Emergence of Literacy in Elementary Students with Mild Mental Retardation

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Abstract
The present study was a year-long investigation into the emergence of literacy of 4 elementary students with mild mental retardation (mean CA = 7.8; IQ = 65). The students were immersed in a natural and authentic literacy-rich classroom environment that also incorporated the contextual use of direct skills instruction. Instructional techniques were used to enhance students' understanding of the conventions of written language, comprehension of stories read aloud by adults, word decoding, and emerging “reading” and “writing.” Results indicated that the students who participated in the study made measurable progress toward more conventional forms of literacy when involved in a stimulating, literacy-rich environment that also used direct instruction. Practical applications for classroom use are discussed.