Reale, Robin. Program Design for a Community-Based Literacy Program for Adults with Mental Retardation. Paper presented at the Annual Meeting of the American Association on Mental Retardation. New Orleans, LA, May 24-28, 1999.

This brief paper describes a literacy program for adults with mental retardation in the Boston metropolitan region developed when more than 300 individuals formally requested literacy services. Several cognitive and literacy assessments were reviewed and implemented. No one assessment was found to be sufficient to assess ranges from pre-literacy to high school. The Brigance and Diagnostic Assessment of Reading (DAR) were found to be the most helpful in determining literacy level, learning style, and type of instruction. The most successful instructional approach included a combination of phonics and whole language. The single most significant variable in reading success was learning across settings more than once a week. Learners who received literacy help at home or at work in addition to classroom group instruction showed the most improvement in word meaning. Program participants gained from .5 to 2.5 grade levels in one year of instruction. It was concluded that adults with mental retardation have the greatest reading success when they follow the same steps in reading development as adults in community-based adult education programs.

 Saint-Laurent, Lise, Giasson, Jocelyne & Couture, Carole, “Parents + Children + Reading Activities = Emergent Literacy,” in Teaching Exceptional Children, Vol. 30, No. 2 (November-December 1997), pp. 52-56.

Describes a program for parents and pre-school teachers that has produced positive results in emergent reading behaviours in young children with developmental disabilities. Essential program elements include parents as literacy role models, frequent and regular exploration of print, interactions with adults in reading situations, and family learning. Specific activities are suggested.