Remediation of the picture-text problem for learners exhibiting reading deficits

Abstract

Early reading materials are replete with pictures. Pictures purportedly improve reading comprehension and motivation; however, the simultaneous presentation of pictures and text can also impede textual control for some readers. Attempts to remediate restricted stimulus control in picture–text compounds suggest that omitting the picture element is most effective, although these arrangements may also be less socially valid. The current study is an evaluation of a novel compound stimulus prompt (CSP) arrangement that required that the learner differentially respond to the underselected (i.e., textual) element during picture-book reading. The development of textual control in this condition was compared with that in text-only and picture prompt arrangements. The CSP condition required the same or fewer sessions to produce textual control as the text-only condition for five out of six participants who exhibited reading difficulties. Participants emitted more correct responses during CSP and picture prompt instruction and preferred these conditions to the text-only condition during a concurrent-chains assessment.