Date Available
11-22-2021
Year of Publication
2021
Degree Name
Master of Science in Education (MSEd)
Document Type
Master's Thesis
College
Education
Department/School/Program
Early Childhood, Special Education, and Counselor Education
First Advisor
Dr. Melinda J. Ault
Abstract
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.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2021.403
Funding Information
Special Education and Communication- Interdisciplinary Training Grant (2019) funded by the U.S. Department of Education, Office of Special Education Programs.
Recommended Citation
Caudill, Lindsay, "COMPARATIVE EFFECTS OF WORDS PLUS PICTURES AND WORDS ALONE ON THE READING COMPREHENSION OF YOUTH WITH DISABILITIES" (2021). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 103.
https://uknowledge.uky.edu/edsrc_etds/103
