Abstract
A REVIEW OF READING RESEARCH yielded no clearcut evidence as to how well educable mentally retarded (EMR) children are able to use context in a typical reading situation. Findings from studies employing the cloze procedure suggested that a) EMR children can use contextual cues to predict missing words accurately, when the context is sufficiently constrained; b) when the context is not constrained enough to determine the exact word, EMR children are (or might be) less likely than non-retarded children to produce appropriate word substitutions; c) at least some EMR children are able to utilize information in the context beyond sentence boundaries; and d) differences between EMR and non-retarded children in their use of context in reading may be quantitative, rather than qualitative.
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