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Abstract
The purpose of this investigation was to evaluate the effectiveness of the Rebus pictographic symbols as an intermediate step in reading instruction with educable mentally retarded children. Traditional orthography flash cards were used as a comparative approach. Using twelve students enrolled in the summer laboratory experience at Georgia Southern College and twelve graduate students as student tutors (ST), a pretest of 50 traditional orthography words was given. With a specific procedure, each child was given individualised instruction for nine weeks. After each session, progress or lack of progress was graphed for both groups. Results indicated that effectiveness was best evaluated on an individual basis. A steady increase in the number of symbols identified was found in five of the six subjects (Ss) using the Rebus symbols, and only three of six Ss, two of whom had high pre‐test scores, showed a rapid climb to a perfect score of 50 when using traditional orthography flash cards.