Research explores the impact of teacher language on learning in educable mentally handicapped children, suggesting instructional adjustments.
It is proposed that an important variable in the learning of the Educable Mentally Handicapped (EMH) is the linguistic code used by the teacher and children. It is hypothesized that careful thought must be given to the development of an elaborated linguistic code in EMH children. Some preliminary findings, supportive of this view, are reported. Implications for research and instruction are drawn.
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Spieker et al. (1967) studied this question.
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