Hostname: page-component-77c89778f8-swr86 Total loading time: 0 Render date: 2024-07-23T04:03:15.888Z Has data issue: false hasContentIssue false
  • English
  • Français

Literacy and the Handicapped – Right or Ritual?

Published online by Cambridge University Press:  10 June 2016

Merrill Jackson
Merrill Jackson*
Affiliation:
University of Tasmania
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper examines a number of studies from England, America and Australia, that deal with the attainment of literacy. Methods of stimulating literacy interest of mildly and moderately retarded children have been developed by the author. The paper concludes with a statement of the author’s belief that the road to literacy is achieved through the manipulation of a number of task dimensions.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 1 , Special Edition s1 , February 1976 , pp. 13 - 16
Copyright
Copyright © The Australian Association of Special Education 1976

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References:

Bradfield, R.H. Academic achievement then and now. Academic Therapy, 1970. 5, 259–265.Google Scholar
Brenan, W.K. Shaping the education of slow learners. Routledge and Kegan Paul, 1974.Google Scholar
Gibson, E.J. The ontogeny of reading. American Psychologist. Feb. 1970, 25, 136–143 Google Scholar
Goldberg, M.L. The effects of various approaches to beginning reading. Final Report. Teachers College, Columbia University, Beginning Reading Project, 1973.Google Scholar
Harman, D. Illiteracy: an overview. Harvard Educational Review May, 1970, vol. 40, no. 2.Google Scholar
Jackson, M.S. The rights of the retarded. Aust. J. of Ment. Ret., June 1974. vol. 3, no. 2.Google Scholar
Jackson, M.S. and Smith, D. Task specific and task related feedback in the acquisition of words. Unpublished paper. Univ. Monash, 1975.Google Scholar
Laubach, F.C. and Laubach, R.S. Toward world literacy, the each one teach one way. Syracuse: Syracuse University Press, 1960.Google Scholar
Marchbanks, G., and Levin, H. Cues by which children recognise words. J. of Educ. Psych. 1965, vol. 56, no. 2. 57–61.Google Scholar
Mezrich, J.J. The word superiority effect in brief visual displays: Elimination by vocalization. Perception and Psychophysics, 1973. 13, 45–48.CrossRefGoogle Scholar
Passow, A.H. Compensatory instructional intervention. Review of Research in Education, 1974. 2, 145–175.Google Scholar
Premack, D. A functional analysis of language. J. of Exp. Analysis of Behaviour, 1970, 14, 107–125.Google Scholar
Rowe, E.J. Ordered recall of sounds and words in short-term memory. Bull, of the Psychonomic Soc., 1974, vol. 4 (6), 559–561.Google Scholar
Spoehr, K. and Smith, E. The role of orthographic and phonotactic rules in perceiving letter patterns. J. of Exp. Psych: Human perception and Performance 1975. vol. 104, no. 1, 21–34.Google Scholar
Start, K.B. and Wells, B.K. The trend of reading standards. Slough: National Foundation for Educational Research, 1972.Google Scholar