Date Available
10-27-2014
Year of Publication
2014
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Advisor
Dr. Amy Spriggs
Co-Director of Graduate Studies
Dr. Melinda Ault
Abstract
This study provided an examination of a comparison of the acquisition of skills between two different instructional conditions in teaching reading of vocabulary to high school students with moderate and severe disabilities. A comparison of the acquisition between the use of words with pictures and words alone was completed. An adapted alternating treatment design replicated across 4 participants was used to evaluate the differences in efficiency and effectiveness between the two instructional strategies (words with pictures and words alone). Results indicate both strategies were effective.
Recommended Citation
Roland, Barbara A., "TEACHING CORE CONTENT VOCABULARY WITH AND WITHOUT PICTURES TO STUDENTS WITH MODERATE AND SEVERE DISABILITIES" (2014). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 12.
https://uknowledge.uky.edu/edsrc_etds/12
