We all have something in common Something we
- Slides: 82
We all have something in common…
Something we are doing right now…
? What am I talking about?
Reading…
Clinical Question In children, does the use of pictures support literacy development? In children with developmental disabilities, does the use of pictures support learning to read new words?
a) cat b) cat c) cat
1 2
Results of Search Level of Evidence # Level I Systematic review 0 Level I Randomised control trials 0 Level III 0 Level IV 8 Sources ERIC Pubmed OVID CINAHL Web of Science
Fading Study Dorry and Zeaman 1975
Condition 1 Picture and word presented Picture gradually faded
car
Condition 2 Picture and word OR Word alone
car
OR
car
Condition 3 Picture and word presented
car
Condition 4 Picture alone OR Word alone
OR
car
Summary Dorry and Zeaman (1975) • • Printed word and picture. Picture gradually faded Either word and picture OR word alone Printed word and picture Picture alone or word alone
Fading Study Tabe and Jackson 1989
Condition 1 Word embedded in picture (superimposed) Picture gradually faded
car
Condition 2 Word embedded in picture (superimposed) Picture non-fading
car
Condition 3 Picture with word written on the side (juxtaposed) Picture gradually faded
car
Condition 4 Picture with word written on the side (juxtaposed) Picture non-fading
car
Summary Tabe and Jackson (1989) • • Superimposed fading Superimposed non-fading Juxtaposition non-fading
Picture vs. Word Study Singh and Solman 1990
Condition A Picture + Picture enhanced
5 cm 2. 5 cm car
Condition B Word alone
2. 5 cm car
Condition C Word alone + Word enhanced
car
5 cm car 2. 5 cm
Condition D Word alone
5 cm car
Summary Singh and Solman (1990) • • Picture (1 st slide) and picture enhanced (2 nd slide) Word alone Word (1 st slide) and word enhanced (2 nd slide) Word alone enhanced
Didden, Prinsen and Sigafoos 2000
Condition A - D Same as Singh and Solman (1990)
Condition E New condition Word alone and then…
car
2 seconds later
car
Summary Didden, Prinsen and Sigafoos (2000) • • • Picture (1 st slide) and picture enhanced (2 nd slide) Word alone Word (1 st slide) and word enhanced (2 nd slide) Word alone enhanced Word alone then picture feedback
Didden, de Graaff, Nelemans, Vooren and Lancioni 2006
Condition 1 Word alone
car
Condition 2 Word embedded in picture
car
Condition 3 Faded with 4 steps
car
Summary Didden, de Gradd, Nelemans, Vooren and Lancioni (2006) • Word alone • Word embedded in picture • Word and picture. Picture faded
Summary for Fading Studies • Dorry and Zeaman 1975 Printed word and picture. Picture gradually faded. • Hoogeveen, Smeets and Lancioni 1989 Fading pictorial elements. • Tabe and Jackson 1989 Fading conditions (superimposed/juxtaposed)
Summary for Picture vs Word • Singh and Solman 1990 Word alone enhanced • Didden, Prinsen and Sigafoos 2000 Word alone then picture feedback • Didden, de Gradd, Nelemans, Vooren and Lancioni 2006 Word alone • Fossett and Mirenda 2006 Picture to text matching
Another interesting find…
차 Car.
집 A table and a bed next to a wall Furniture in a room. House.
Let’s try with Sight Words car
Make a handle… Cars go beep
What would this LOOK like? car
car
Clinical Question In children does the use of pictures support literacy development? No, presenting the WORD ALONE (i. e. without pictures) is more efficient when teaching children to read new words
a) cat b) cat c) cat
How might this effect clinical practice? - Advice to teachers - Information given to parents - Challenge current strategies used in the classroom and clinical practice