COMPARATIVE EFFECTS OF WORDS PLUS PICTURES AND WORDS ALONE ON THE READING COMPREHENSION OF YOUTH WITH DISABILITIES

Lindsay Caudill
This study compared the effectiveness and efficiency of two instructional conditions on the reading comprehension of fifth and sixth grade students with moderate and severe disabilities. A words plus pictures and words alone condition were examined through the use of an adapted alternating treatment design replicated across 3 participants. Results indicated that the effect was minimal, with words plus pictures being slightly more effective.
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