we all have something in common… something we are doing right now…
TRANSCRIPT
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We all have something in common…
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Something we are doing right now…
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What am I talking about??
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Reading…
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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?
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cat
catb)
catc)
a)
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11 22
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Results of SearchLevel of Evidence # Sources
Level I
Systematic review0
ERIC
Pubmed
OVID
CINAHL
Web of Science
Level I
Randomised control trials0
Level II 0
Level III 0
Level IV 8
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Fading Study
Dorry and Zeaman
1975
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Condition 1
Picture and word presented
Picture gradually faded
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car
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Condition 2Picture and word
Word alone
OR
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car
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OR
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car
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Condition 3
Picture and word presented
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car
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Condition 4Picture alone
Word alone
OR
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OR
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car
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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
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Fading Study
Tabe and Jackson
1989
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Condition 1Word embedded in picture (superimposed)
Picture gradually faded
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car
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Condition 2Word embedded in picture (superimposed)
Picture non-fading
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car
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Condition 3
Picture with word written on the side (juxtaposed)
Picture gradually faded
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car
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Condition 4
Picture with word written on the side (juxtaposed)
Picture non-fading
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car
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SummaryTabe and Jackson (1989)
• Superimposed fading• Superimposed non-fading• Juxtaposition fading• Juxtaposition non-fading
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Picture vs. Word Study
Singh and Solman
1990
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Condition A
Picture
Picture enhanced
+
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car
5 cm
2.5 cm
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Condition B
Word alone
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car2.5 cm
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Condition C
Word alone
+Word enhanced
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car
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car5 cm
2.5 cm
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Condition D
Word alone
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car5 cm
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Summary
Singh and Solman (1990)
• Picture (1st slide) and picture enhanced (2nd slide)• Word alone• Word (1st slide) and word enhanced (2nd slide)• Word alone enhanced
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Didden, Prinsen and Sigafoos
2000
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Condition A - DSame as Singh and Solman (1990)
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Condition ENew conditionNew condition
Word alone and then…
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car
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2 seconds later
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car
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Summary
Didden, Prinsen and Sigafoos (2000)
• Picture (1st slide) and picture enhanced (2nd slide)• Word alone• Word (1st slide) and word enhanced (2nd slide)• Word alone enhanced• Word alone then picture feedback
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Didden, de Graaff, Nelemans, Vooren and Lancioni
2006
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Condition 1
Word alone
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car
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Condition 2
Word embedded in picture
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car
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Condition 3
Faded with 4 steps
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car
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SummaryDidden, de Gradd, Nelemans, Vooren and
Lancioni (2006)
• Word alone• Word embedded in picture• Word and picture. Picture faded
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Summary for Fading Studies• Dorry and Zeaman 1975Printed word and picture. Picture gradually faded.
• Hoogeveen, Smeets and Lancioni 1989Fading pictorial elements.
• Tabe and Jackson 1989Fading conditions (superimposed/juxtaposed)
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Summary for Picture vs Word• Singh and Solman 1990Word alone
Word alone enhanced
• Didden, Prinsen and Sigafoos 2000Word alone then picture feedback
• Didden, de Gradd, Nelemans, Vooren and Lancioni 2006
Word alone
• Fossett and Mirenda 2006Picture to text matching
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Another interesting find…
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차Car.
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집A table and a bed next to a wall
Furniture in a room.
House.
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Let’s try with Sight Words
car
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Make a handle…
Cars go beep
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What would this LOOK like?
car
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car
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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
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a)
cat
catb)
catc)
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How might this effect clinical practice?
- Advice to teachers
- Information given to parents
- Challenge current strategies used in the classroom and clinical practice