Abstract
Abstract Seventy adolescents attending a special education secondary school and categorized into three IQ groupings participated in a visual literacy approach to writing and reading development. Dependent measures included narrative and descriptive writing samples and Metropolitan Achievement Testreading comprehension scores obtained at the beginning and end of the school year. Learning disabled students (IQ >90) significantly improved in reading comprehension and in narrative and descriptive writing (p .05); students with IQ <70 scored at significantly higher level (p< .05) on post‐test narrative compositions transcribed verbatim by their teachers. Finally, multiple regression analysis revealed that Verbal and Performance IQ or gender did not significantly influence post‐treatment na...
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