title: The blocking effect of pictorial prompts on sight-word reading.
abstract: This study replicates and extends previous work showing that pictorial prompts can interfere with the learning of sight words by students with moderate mental retardation. Effects of training with 6 students were assessed during five conditions using an alternating treatments design. In four conditions, words were presented either alone or with a corresponding picture. In a fifth condition, pictures were used to provide feedback. The results showed that acquisition was achieved fastest during the word-alone conditions with 5 students.
authors.affiliation: Department of Special Education, University of Nijmegen and De Lathmer, The Netherlands. R.Didden@ped.kun.nl
authors.forename: R
authors.initials: R
authors.lastname: Didden
authors.forename: H
authors.initials: H
authors.lastname: Prinsen
authors.forename: J
authors.initials: J
authors.lastname: Sigafoos
mesh_terms: D002648:Child; D006801:Humans; D008607:Intellectual Disability / Q000175:diagnosis; D008297:Male; D010775:Photic Stimulation; D011897:Random Allocation; D011932:Reading; D014825:Vocabulary