Teaching TMR children to read using integrated picture cueing.

A rebus program was compared with a new picture-cue method for teaching TMR children to read. Two groups of 20 TMR children each participated in a 26-week course during which recognition and transfer to standard orthography were measured. The cued-word group was significantly superior in reading words in standard orthography both during training (75 percent compared with 25 percent transfer) as well as at the end of training (96 vs. 50 percent transfer). The results justify further exploration of the picture-cueing method both for retarded and for beginning readers in general.