Pictures can be an efficient means for presenting instruction to nonhandicapped and handicapped individuals. The effectiveness of pictures as an instructional tool depends in large part on the extent to which a learner's responses generalize from pictures to the realities they represent. In this paper, the component skills that constitute a picture reading repertoire are defined, and research on the development of those skills with developmentally disabled individuals is reviewed. In addition, recommendations for further research are presented.
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