Abstract
This study compared the acquisition of two graphic symbol systems, Rebus and Bliss, with language delayed preschool children. Subjects were 26 black children between the ages of 4 and 6 with language delays ranging from 7 months to 2 years, 5 months. Training in Rebus and Bliss was administered to each subject using a crossover design. The Rebus pre- and post-test scores suggested that the more iconic Rebus symbols were easier to identify initially than were the more ideographic Blissymbols. However, with training, a greater amount of improvement occurred from Bliss pre- to posttest. Rebus and Bliss scores were not affected by the order of test administration.