2000/09/01 by Robert Didden, Hester Prinsen, Jeff Sigafoos · 4 citations
Mathematics · Psychology · #Cognitive and developmental aspects of mathematical skills #Reading and Literacy Development #Visual and Cognitive Learning Processes
paper · pdf · doi:10.1901/jaba.2000.33-317
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.