TY - JOUR
T1 - The effects of an interactive instructional strategy for enhancing reading comprehension and content area learning for students with learning disabilities.
AU - Bos, C. S.
AU - Anders, P. L.
AU - Filip, D.
AU - Jaffe, L. E.
PY - 1989
Y1 - 1989
N2 - This study investigated the effectiveness of an interactive vocabulary instructional strategy, semantic-feature analysis (SFA), on the content area text comprehension of adolescents with learning disabilities. Prior to reading a social studies text, students in resource classes either completed a relationship chart as part of the SFA condition or used the dictionary to write definitions and sentences as part of the contrast condition. Passage comprehension was measured on a multiple-choice test consisting of two types of items, vocabulary and conceptual. Comprehension was measured immediately following teaching and again 6 months after teaching. Prior knowledge for the content of the passage served as a covariate. Results indicated that students in the SFA instructional condition had significantly greater measured comprehension immediately following and 6 months after initial teaching. These results are discussed in relation to concept-driven, interactive strategies for teaching content and facilitating text comprehension.
AB - This study investigated the effectiveness of an interactive vocabulary instructional strategy, semantic-feature analysis (SFA), on the content area text comprehension of adolescents with learning disabilities. Prior to reading a social studies text, students in resource classes either completed a relationship chart as part of the SFA condition or used the dictionary to write definitions and sentences as part of the contrast condition. Passage comprehension was measured on a multiple-choice test consisting of two types of items, vocabulary and conceptual. Comprehension was measured immediately following teaching and again 6 months after teaching. Prior knowledge for the content of the passage served as a covariate. Results indicated that students in the SFA instructional condition had significantly greater measured comprehension immediately following and 6 months after initial teaching. These results are discussed in relation to concept-driven, interactive strategies for teaching content and facilitating text comprehension.
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U2 - 10.1177/002221948902200611
DO - 10.1177/002221948902200611
M3 - Article
C2 - 2738473
AN - SCOPUS:0024688273
SN - 0022-2194
VL - 22
SP - 384
EP - 390
JO - Journal of learning disabilities
JF - Journal of learning disabilities
IS - 6
ER -