Farrell, Margaret & Elkins, John, “Literacy for All?: The Case of Down Syndrome,” in Journal of Reading, Vol. 38, No. 4 (December 1994 / January 1995), pp. 270-280.

 Hedrick, Wanda B., Katims, David S. & Carr, Norma J., “Implementing a Multimethod, Multilevel Literacy Program for Students with Mental Retardation,” in Focus on Autism and Other Developmental Disabilities; Vol. 14, No. 4 (Winter 1999), pp. 231-239.

Nine elementary students with mild to moderate mental retardation were taught to use a balanced, multimethod, multilevel language arts framework that blended phonics and basal instruction with holistic and contextualized approaches. Children made gains in word identification and reading comprehension strategies, metalinguistics, written language, and confidence in the written word.

 Journal of the Association for Persons with Severe Handicaps (JASH), Vol. 24, No. 1 (Spring 1999).

Articles in this issue are: Farewell & Welcome Editorials; Literacy Before and After Inclusion; Community Experiences of Adults with Developmental Disabilities; Parent Perceptions of Siblings’ Interactions; Comparison of Day Programs; Survey of Secondary Level Teachers on Inclusive Education. (ISSN 0274-9483)

 Katims, David S., “Literacy Instruction for People with Mental Retardation: Historical Highlights and Contemporary Analysis,” in Education and Training in Mental Retardation and Developmental Disabilities; Vol. 35, No. 1 (March 2000), pp. 3-15.

This article reviews historical highlights of literacy education for people with mental retardation over the last 200 years. The second part investigates the current state of literacy instruction as represented in a sample of contemporary professional special education textbooks pertaining to descriptions of academic characteristics, assessment procedures, and instructional procedures.