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.
Identifer | oai:union.ndltd.org:uky.edu/oai:uknowledge.uky.edu:edsrc_etds-1011 |
Date | 01 January 2014 |
Creators | Roland, Barbara A |
Publisher | UKnowledge |
Source Sets | University of Kentucky |
Detected Language | English |
Type | text |
Format | application/pdf |
Source | Theses and Dissertations--Early Childhood, Special Education, and Rehabilitation Counseling |
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