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Journal of Learning Disabilities
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Negative Effects of Illustrations as Word Cues

Terry L. Rose, Ph.D.

Terry L. Rose is an associate professor and coordinator of special education programs at the University of North Carolina, Charlotte. He received his PhD in special education from the University of Florida. Address: Dr. Rose, Department of Educational Leadership and Instruction, University of North Carolina at Charlotte, Charlotte, North Carolina 28223.

Peggy M. Furr, MHDL

Peggy M. Furr is a resource room teacher in the Albenarle City Schools, Albenarle, New York.

A multiple baseline across students design was used to investigate the relative effects of illustrations on the acquisition of words in isolation in two settings. Words were taught, using picture cues and no-picture cues, to four elementary school-aged learning disabled students. Results in three of four cases indicated that illustrations wererelated to lower reading performance rates, leading to a conclusion that illustrations interfere with the acquisition of new words in isolation by disabled readers. Results are discussed further in terms of their implications for instruction and research.

Journal of Learning Disabilities, Vol. 17, No. 6, 334-337 (1984)
DOI: 10.1177/002221948401700605
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Home page
 J Learn DisabilHome page
T. L. Rose
Effects of Illustrations on Reading Comprehension of Learning Disabled Students
J Learn Disabil, November 1, 1986; 19(9): 542 - 544.
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