Year: 2000
Type: article
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: Robert Didden, Hester Prinsen, Jeff Sigafoos
Institutions: Radboud University Nijmegen, The University of Sydney
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2007607839