Work

Remediation of the picture‐text problem for learners exhibiting reading deficits

Year: 2025

Type: article

Abstract: Early reading materials are replete with pictures. Pictures purportedly improve reading comprehension and motivation; however, the simultaneous presentation of pictures and text can also impede textual control for some readers. Attempts to remediate restricted stimulus control in picture-text compounds suggest that omitting the picture element is most effective, although these arrangements may also be less socially valid. The current study is an evaluation of a novel compound stimulus prompt (CSP) arrangement that required that the learner differentially respond to the underselected (i.e., textual) element during picture-book reading. The development of textual control in this condition was compared with that in text-only and picture prompt arrangements. The CSP condition required the same or fewer sessions to produce textual control as the text-only condition for five out of six participants who exhibited reading difficulties. Participants emitted more correct responses during CSP and picture prompt instruction and preferred these conditions to the text-only condition during a concurrent-chains assessment.

Source: Journal of Applied Behavior Analysis

DOI: 10.1002/jaba.70001

Authors: Taylor K. Lewis, Tom Cariveau

Institution: University of North Carolina Wilmington

Language: English

Topic: Behavioral and Psychological Studies

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,470