THE EFFECTS OF A DIRECT PHONIC APPROACH IN TEACHING READING WITH SIX MODERATELY RETARDED CHILDREN: ACQUISITION AND MASTERY LEARNING STAGES¹

^1.This project is funded by the Australian Schools Commission (Innovations Program) and represents only one part of a major program with 160 moderately mentally retarded children in school settings.

²

^2.A detailed description of the procedures used may be obtained by writing to the authors at the School of Education, Macquarie University, North Ryde, 2113, N.S.W., Australia.

^1.This project is funded by the Australian Schools Commission (Innovations Program) and represents only one part of a major program with 160 moderately mentally retarded children in school settings.

^2.A detailed description of the procedures used may be obtained by writing to the authors at the School of Education, Macquarie University, North Ryde, 2113, N.S.W., Australia.

Notes

^1.This project is funded by the Australian Schools Commission (Innovations Program) and represents only one part of a major program with 160 moderately mentally retarded children in school settings.

^2.A detailed description of the procedures used may be obtained by writing to the authors at the School of Education, Macquarie University, North Ryde, 2113, N.S.W., Australia.