This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Joseph, L. M. Articles by Seery, M. E. Search for Related Content Social Bookmarking                         What's this?

Where Is the Phonics?

A Review of the Literature on the Use of Phonetic Analysis with Students with Mental Retardation

Ohio State University, joseph.21{at}osu.edu

Mary Ellen Seery

University of Dayton

The purpose of this article is to review studies conducted in the last 12 years that consisted of examining the use of phonetic analysis strategies and/or phonics instruction with students with mental retardation. We conducted computer data-based searches and a manual search of 15 journals published from 1990 to 2002. Only 7 studies emerged that consisted of the use of phonetic analysis (making letter—sound correspondences) with individuals with mental retardation. Outcome measures varied across studies. However, no studies in the last 12 years focused on examining the effectiveness of direct/explicit phonics instruction with children with mental retardation. Findings from the 7 studies not emphasizing direct/explicit instruction revealed that individuals with mental retardation have the potential to benefit from phonic analysis strategies and/or instruction. Clearly, further research is needed before substantial conclusions can be derived. Suggestions for future research are provided.

Remedial and Special Education, Vol. 25, No. 2, 88-94 (2004)
DOI: 10.1177/07419325040250020301


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				J. Rix Educating a Syndrome?: Seeking a Balance Between Identifying a Learning Profile and Delivering Inclusive Education Language Learning and Education, October 1, 2009; 16(3): 97 - 103. [Abstract] [Full Text] [PDF]

				Y. Goddard and L. Rinderknecht Using Basic Reading Skills Instruction and Formative Assessments to Teach an Adult With Traumatic Brain Injury to Read: A Case Study Remedial and Special Education, September 1, 2009; 30(5): 283 - 299. [Abstract] [PDF]

				E. Tucker Cohen, K. Wolff Heller, P. Alberto, and L. D. Fredrick Using a Three-Step Decoding Strategy With Constant Time Delay to Teach Word Reading to Students With Mild and Moderate Mental Retardation Focus on Autism and Other Developmental Disabilities, June 1, 2008; 23(2): 67 - 78. [Abstract] [PDF]