Symbols can improve the reading comprehension of adults with learning disabilities.
Picture symbols above key words instantly lift reading comprehension for adults with mild learning disabilities.
01Research in Context
What this study did
Researchers added Widgit Rebus symbols above every content word in short reading passages. Adults with mild or borderline learning disabilities read the same passages twice—once with symbols and once without.
The team used an alternating-treatments design. Each adult read different passages in each condition across several sessions.
What they found
Comprehension scores jumped when symbols were present. Adults answered more questions correctly after reading the symbol-filled pages.
The gain showed up for every participant. Symbols gave an immediate boost with no extra training.
How this fits with other research
Castañe et al. (1993) watched adults with ID struggle to notice confusing parts of text. The new study shows that adding pictures can prevent that confusion before it starts.
Kelleher et al. (1987) found that adults with mild ID make unclear references when they retell stories. Symbols now give them clearer visual anchors while they read.
Wanchisen et al. (1989) boosted comprehension by changing how text was read aloud. Jones et al. (2007) prove you can also boost comprehension by changing how text looks on the page.
Why it matters
If you support adult learners with ID, you can slide free Rebus symbols into any handout, menu, or workplace manual right now. No extra sessions, no special software—just print and hand over. Expect better recall of safety rules, medication steps, or job tasks the same day.
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02At a glance
03Original abstract
BACKGROUND: This study aimed to test the hypothesis that adding symbols to written text can improve its comprehensibility for adults with learning disabilities. METHODS: Nineteen adults with mild or borderline learning disabilities attempted to read four short passages of text, two of which had Widgit Rebus symbols added to them. Following each passage, they were asked questions to test their comprehension. A counterbalanced design was employed. RESULTS: Participants' comprehension scores were significantly higher for the symbolized passages than the non-symbolized ones. CONCLUSIONS: Adding symbols to written text can make comprehension easier for some adults with mild and borderline learning disabilities. Future research, exploring how to do this most effectively, would be worthwhile.
Journal of intellectual disability research : JIDR, 2007 · doi:10.1111/j.1365-2788.2006.00926.x