An alternating-treatments design was used to investigate the relative effects of illustrations on the oral reading in context and comprehension accuracy of five elementary-school learning disabled students. Social comparison data were used to verify oral reading deficiencies. Results showed no apparent relationship between the presence or absence of illustrations and changes in oral reading rates or response accuracy of comprehension questions. Results are discussed in relation to the purported benefits of illustrations. Finally, implications for instruction and suggestions for future investigations are discussed.
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