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The purpose of this study was to the compare the reading comprehension, reading rate and reading error performances of students with mental retardation attending inclusive education and special education classes. The students were chosen from 15 elementary schools in Corum. The study group consisted of 5th and 8th grade inclusive education and special education students. A total of 55 students participated in the study. In order to collect study data; sample stories, reading comprehension measurement tools and recording charts were developed. For the data analysis, a Mann-Whitney U test was used as a nonparametric statistical testing. Study results showed that there was no statistical difference among reading rate, reading error and reading comprehension scores of the 5th grade students attending inclusive education and special education classrooms. However, there was a statistical difference on the scores of reading errors in a minute and whole text and on the inferential comprehension of the students attending 8th grade inclusive education classrooms. In contrast to these findings, there was no statistical difference between the literal comprehension and reading rate scores of the students. The results of the study were discussed and the suggestions for practice were provided.