The purpose of this article is to review studies conducted in the last 12 years that consisted of examining the use of phonetic analysis strategies and/or phonics instruction with students with mental retardation. We conducted computer data-based searches and a manual search of 15 journals published from 1990 to 2002. Only 7 studies emerged that consisted of the use of phonetic analysis (making letter—sound correspondences) with individuals with mental retardation. Outcome measures varied across studies. However, no studies in the last 12 years focused on examining the effectiveness of direct/explicit phonics instruction with children with mental retardation. Findings from the 7 studies not emphasizing direct/explicit instruction revealed that individuals with mental retardation have the potential to benefit from phonic analysis strategies and/or instruction. Clearly, further research is needed before substantial conclusions can be derived. Suggestions for future research are provided.
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