Reading and comprehension are in primary goal of mentally retarded people’s education. Comprehension depends on reading properly. The goal of this study is to evaluate the affect of reading strategies on three mentally retarded students’ reading level and fluent reading. The study was performed with activity research pattern, which is one the qualitative study methods. Validity of the study was assessed through measures that are used to enhance validity of activity research while Miles and Huberman’s criteria for internal and external reliability were used for reliability. For data collection, “Error Analysis Inventory” was used, which was designed by Haris and Sipay (1990). Moreover reading passages, 5 easy comprehension questions based on recognizing and remembering and 3 thoroughly understanding comprehension questions depends on inference and interpretation about these passages (totally 8 questions) were also used as a data collection instrument. To improve mentally retarded students fluent reading skills, every practice was recorded on camera before and after reading strategies practice for narratable and informing passages.Reading level and reading rate were determined initially in the study. Paired,shared and echo fluent reading strategies were used during the study. Records were later analysed by the researchers. Inventory was determined three type of reading level such as free level, teaching level and anxiety level. In this study, according to the data that were collected by Error Analysis Inventory, all the mentally retarded students’ reading and comprehension level were at the anxiety level before the practice of fluent reading strategies, two of them cought up the teaching level during the practices and one of them stayed at the anxiety level.
Fluent Reading Strategies, Reading Level, Mentally Retarded