Abstract
The development of reading comprehension is one of the stated goals of programs for educable mentally retarded children, yet all too often the educational practices of the classroom do not really foster the growth of this important skill. The basic understandings which contribute to meaningful reading are outlined with suggestions for activities for their development. Ideally these should form a part of the readiness program, but must be added at a later date if the child has been introduced to the mechanics of reading without understanding that it is meant to communicate.
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