Establishing the equivalence of single word reading and language in children with disabilities

The equivalent relationship between the written word, meaning and the oral word was explored by investigating whether some skills can emerge without direct teaching. Six boys with moderate intellectual disability were instructed in word reading, picture labelling and simple reading comprehension tasks, using two different methods. In one method word reading and picture labelling were taught. Comprehension was assessed but not trained. In the other method, word reading and comprehension were taught. Oral picture labelling was assessed but not trained. The results indica fed that the four subjects who attained proficiency in trained tasks were successful in learning untrained tasks (a generalised response). Generalisation from picture labelling to object labelling did not occur.