The Effects of an Interactive Instructional Strategy for Enhancing Reading Comprehension and Content Area Learning for Students with Learning Disabilities.

Bos, Candace S.; And Others

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Peer reviewed

ERIC Number: EJ393681

Record Type: CIJE

Publication Date: 1989

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Abstractor: N/A

ISBN: N/A

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The Effects of an Interactive Instructional Strategy for Enhancing Reading Comprehension and Content Area Learning for Students with Learning Disabilities.

Bos, Candace S.; And Others

Journal of Learning Disabilities, v22 n6 p384-90 Jun-Jul 1989

The study found that an interactive vocabulary instructional strategy, semantic-feature analysis, significantly improved the social studies content area text comprehension of 25 learning disabled adolescents. Prior to reading the text, students receiving the experimental instruction completed a relationship chart relating important ideas to key vocabulary terms. (Author/DB)

Descriptors: Advance Organizers, Instructional Effectiveness, Learning Disabilities, Reading Comprehension, Remedial Reading, Secondary Education, Semantics, Vocabulary

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

Grant or Contract Numbers: N/A

IES Cited: ED498785