Effects of Interactive Vocabulary Instruction on the Vocabulary Learning and Reading Comprehension of Junior-High Learning Disabled Students

1990 ◽  
Vol 13 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Candace S. Bos ◽  
Patricia L. Anders
Keyword(s):  
Reading Comprehension ◽  
Junior High ◽  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Learning Disabled ◽  
High Learning ◽  
Disabled Students

Mnemonic Vocabulary Instruction for Learning Disabled Students

1985 ◽  
Vol 8 (1) ◽  
pp. 57-63 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs ◽  
Joel R. Levin ◽  
Jan Gaffney ◽  
Barbara McLoone
Keyword(s):  
Vocabulary Instruction ◽  
Learning Disabled ◽  
Disabled Students

Differential Word Knowledge and Reading Comprehension

1983 ◽  
Vol 15 (4) ◽  
pp. 33-50 ◽  
Author(s):  
Steven Stahl
Keyword(s):  
Reading Comprehension ◽  
Mixed Method ◽  
Sentence Comprehension ◽  
Contextual Information ◽  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Multiple Choice ◽  
Theoretical Framework ◽  
Fifth Grade ◽  
Word Knowledge

This study examined the effects of vocabulary pre-instruction on reading comprehension. Two vocabulary training treatments, chosen on the basis of a theoretical framework for vocabulary instruction, and a control were used with 28 average fifth-grade readers. For two of three order groups, both training treatments produced significantly higher scores on passage tests, and, for all children, both training treatments produced significantly higher scores on two sentence comprehension measures and a multiple-choice synonym test, indicating that pre-instruction had a significant effect on both comprehension and vocabulary learning. In addition, a mixed method of vocabulary instruction, or one which provided both definitional and contextual information about the taught words, produced significantly higher comprehension scores than did a definitional method.

Learning Disabled Students' Conformity Responses to Prosocial and Antisocial Situations

1982 ◽  
Vol 5 (4) ◽  
pp. 344-352 ◽  
Author(s):  
Tanis Bryan ◽  
Mara Werner ◽  
Ruth Pearl
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Peer Pressure ◽  
Social Behaviors ◽  
Learning Disabled ◽  
Prosocial Behaviors ◽  
Disabled Children ◽  
Disabled Students

Junior-high school aged learning disabled and nondisabled students rated their willingness to conform to peer pressure to engage in antisocial and prosocial actions. In addition, students indicated how many friends they had, how supportive they perceived their peers and parents to be, and how often they participated in antisocial actions with friends. The results indicated that while learning disabled and nondisabled children did not differ in their estimates of likely conformity to engaging in prosocial behaviors, the learning disabled subjects rated themselves more likely to engage in antisocial actions with friends. While learning disabled children estimated having somewhat fewer friends than nondisabled students, the groups did not differ in their perceptions of peer and parent supportiveness. Results are discussed in terms of factors which may affect learning disabled adolescents' social behaviors.

The Effects of Three Prereading Activities on Learning Disabled Students' Reading Comprehension

1983 ◽  
Vol 6 (3) ◽  
pp. 248-251 ◽  
Author(s):  
Arlene Sachs
Keyword(s):  
Reading Comprehension ◽  
Latin Square ◽  
Learning Disabled ◽  
Concept Analysis ◽  
Disabled Students ◽  
Preliminary Study ◽  
Directed Reading ◽  
Reading Activity ◽  
Comprehension Tests ◽  
Total Test

This study examined the effects of three prereading activities on learning disabled children's reading comprehension. Thirty-six children classified as learning disabled participated. The three prereading activities consisted of (a) a modified Directed Reading Activity, (b) a modified Concept Analysis Activity, and (c) a Worksheet Activity (control). To counterbalance for order of prereading activities and experimenter, a factorial/modified Latin-Square design was selected. Barrett's Taxonomy (1976) was used as a guide to develop the reading comprehension tests. Literal, inferential, evaluative, appreciative, and total test reading comprehension constituted the dependent measures. Repeated one-way analysis of variance and Newman-Keuls procedures were used to analyze the data. The results, which replicated and substantiated a preliminary study (Sachs, 1981), indicate that evaluative reading comprehension is affected by both a modified Concept Analysis Activity and a modified Directed Reading Activity compared to the effect of a Worksheet Activity.

Reduced Brightness Contrast as a Reading Aid

1989 ◽  
Vol 69 (2) ◽  
pp. 383-386 ◽  
Author(s):  
Elva H. Giddings ◽  
Stephen L. Carmean
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Learning Disabled ◽  
Brightness Contrast ◽  
Control Group ◽  
Disabled Students ◽  
Comprehension Test ◽  
Clinical Observations ◽  
The Mean

A standard reading comprehension test, modified by printing half of the material on medium grey paper to lower the contrast of print-to-page, was administered to 54 college students, 21 of whom had previously been diagnosed as learning disabled. Comprehension of the control group was little affected by the contrast, but the mean score for the learning disabled students was 10% higher on the pages with reduced contrast. This is congruent with Meares's 1980 clinical observations that reducing contrast significantly aids some readers.

Improving Reading Comprehension by Using Paragraph Restatements

1987 ◽  
Vol 54 (1) ◽  
pp. 54-59 ◽  
Author(s):  
Joseph R. Jenkins ◽  
James D. Heliotis ◽  
Marcy L. Stein ◽  
Mariana C. Haynes
Keyword(s):  
Reading Comprehension ◽  
Transfer Test ◽  
Learning Disabled ◽  
Comprehension Monitoring ◽  
Monitoring Strategy ◽  
Disabled Students ◽  
Near Transfer ◽  
Strategy Condition

Thirty-two elementary learning disabled students were randomly assigned either to a condition in which they were trained to use a comprehension monitoring strategy or to a control condition. In the strategy condition, students were instructed to write brief restatements of the important ideas of paragraphs as they read. Following training, all students read and completed comprehension measures for narrative passages under conditions which constituted (a) a test of training, (b) a near transfer test, and (c) a remote transfer test. In all instances the strategy-trained students exhibited better comprehension than did the control students.

Facilitating Reading Comprehension in Learning Disabled Students

1990 ◽  
Vol 11 (2) ◽  
pp. 18-31 ◽  
Author(s):  
Bonnie S. Billingsley ◽  
Terry M. Wildman
Keyword(s):  
Reading Comprehension ◽  
Learning Disabled ◽  
Disabled Students

Comparison of Teacher-Rated Achievement Levels of Behaviorally Disordered, Learning Disabled, and Nonhandicapped Adolescents

1989 ◽  
Vol 15 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Jerry Luebke ◽  
Michael H. Epstein ◽  
Douglas Cullinan
Keyword(s):  
Reading Comprehension ◽  
Learning Disabled ◽  
Written Expression ◽  
Disabled Students ◽  
Behaviorally Disordered ◽  
Instructional Needs ◽  
Achievement Levels

Teachers rated the achievement levels of behaviorally disordered, learning disabled, and nonhandicapped adolescents in four different academic areas: reading recognition, reading comprehension, arithmetic, and written expression. Comparisons across the three groups revealed that behaviorally disordered and learning disabled adolescents were seen as performing significantly below expected levels of achievement. Differences found between behaviorally disordered and learning disabled students' rated achievement appeared to depend upon particular age levels. Results are discussed in terms of the instructional needs of behaviorally disordered and learning disabled students.

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