This paper reviews the literature dealing with the importance of reading to educable mentally handicapped (EMH) children, the characteristics of EMH children which influence the acquisition of reading skills, and current approaches to teaching reading to the mentally handicapped. The implications of this research to the teaching of reading are summarized.

Placement decisions concerning mentally retarded persons rest heavily on the assessment data generated by school psychologists and related psychological personnel. Critics contend that current tests do not accurately measure or predict learning and that large numbers of children continue to be incorrectly classified. This article delineates the training and competencies individuals should possess if they have primary responsibility for classification and placement decisions.

Placement decisions regarding children with learning disabilities rest heavily on the assessment data generated by school psychologists and related psychological personnel. Critics contend that current tests do not accurately measure or predict learning and that large numbers of children continue to be incorrectly classified. This article delineates the training and competencies individuals should possess if they have primary responsibility for classification and placement decisions.