title: The effects of antecedent color on reading for students with learning disabilities and co-occurring attention-deficit/ hyperactivity disorder.
abstract: The effects of color on the reading recognition and comprehension of 3 students with learning disabilities and attention-deficit/hyperactivity disorder were assessed in a single-subject design. Color did not enhance sight-word learning; for longer reading comprehension tasks, color had an immediate effect across and within sessions.
authors.affiliation: Mercyhurst College, USA.
authors.forename: P J
authors.initials: PJ
authors.lastname: Belfiore
authors.forename: J A
authors.initials: JA
authors.lastname: Grskovic
authors.forename: A M
authors.initials: AM
authors.lastname: Murphy
authors.forename: S S
authors.initials: SS
authors.lastname: Zentall
mesh_terms: D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology / Q000628:therapy*; D002648:Child; D003116:Color; D004519:Education, Special; D005500:Follow-Up Studies; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D011939:Mental Recall; D011932:Reading; D014706:Verbal Learning