COMPARATIVE EFFECTS OF WORDS PLUS PICTURES AND WORDS ALONE ON THE READING COMPREHENSION OF YOUTH WITH DISABILITIES
Year of Publication
Master of Science in Education (MSEd)
Early Childhood, Special Education, and Counselor Education
Dr. Melinda J. Ault
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)
Special Education and Communication- Interdisciplinary Training Grant (2019) funded by the U.S. Department of Education, Office of Special Education Programs.
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.