In children with disabilities, does the use of pictures support literacy development?
|Critically Appraised TopicPresenting the word alone (i.e. without pictures) is more effective when teaching children with mild to moderate intellectual disabilities, to read new words. PDF Format|
|Critically Appraised PapersDidden, R., Prinsen, H., & Sigafoos, J. (2000). The Blocking effect of pictorial prompts on sight-word reading Journal of Applied Behaviour Analysis 33(3), 317-320.
Didden,R. de Graaff,S. Nelemans,M. Vooren,M. and Lancioni,G. (2006). Teaching Sight Words to Children with Moderate to Mild Mental Retardation: Comparison between Instructional Procedures. American Journal on Mental Retardation Vol.III, No.5, 357-365
Fossett,B. and Mirenda,P. (2006). Sight word reading in children with developmental disabilities: A comparison of paired associate and picture-to-text matching instruction. Research in Developmental Disabilities Vol.III, No.5, 357-365
Singh,N.N. & Solmon, R.T., A Stimulus Control Analysis of the Picture-Word Problem in Children Who are Mentally Retarded: The Blocking Effect. Journal of Applied Behaviour Analysis Vol.III, No.5, 357-365
Chadwick.D.D, Joliffe (2008) A Pilot Investigation into the Efficacy of a Signing Training Strategy for Staff working with Adults with Intellectual Disabilities, British Journal of Learning Disabilities, 37, 34-42.