Year of Publication

2014

Degree Name

Master of Science in Education (MSEd)

Document Type

Master's Thesis

College

Education

Department/School/Program

Early Childhood, Special Education, and Rehabilitation Counseling

First Advisor

Dr. Amy Spriggs

Second Advisor

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.

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