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Teaching TMR children to read using integrated picture cueing
American Journal of Mental Deficiency
|January 1, 1983
Summary
A new picture-cue reading method significantly improved word recognition for TMR children compared to a rebus program. This method shows promise for teaching reading to individuals with intellectual disabilities and beginning readers.
Area of Science:
- Special Education
- Developmental Psychology
- Applied Linguistics
Background:
- Traditional rebus programs have limitations in teaching reading to children with intellectual disabilities.
- There is a need for effective and accessible reading instruction methods for TMR (Trainable Mentally Retarded) children.
Purpose of the Study:
- To compare the effectiveness of a picture-cue reading method against a traditional rebus program.
- To assess the transfer of reading skills to standard orthography in TMR children.
Main Methods:
- Two groups of 20 TMR children participated in a 26-week reading intervention.
- One group received training with a picture-cue method, the other with a rebus program.
- Reading recognition and transfer to standard orthography were measured throughout the study.
Main Results:
- The picture-cue group demonstrated significantly higher transfer rates to standard orthography during training (75% vs. 25%).
- At the end of the 26-week course, the picture-cue group maintained superior performance (96% vs. 50% transfer).
Conclusions:
- The picture-cue method is a more effective approach for teaching TMR children to read standard orthography.
- Further research into the picture-cueing method is warranted for both TMR and general beginning readers.