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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ579533
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
The Differential Effects of Two Systematic Reading Comprehension Approaches with Students with Learning Disabilities.
Rabren, Karen; Darch, Craig; Eaves, Ronald C.
Journal of Learning Disabilities, v32 n1 p36-47 Jan-Feb 1999
This study compared using explicit rule-based instruction and a basal-reader activity-based approach for teaching 40 fourth-grade students with learning disabilities to determine character motive in three types of narrative texts. Rule-based instruction was superior to the activity-based approach when teaching character motives irrespective of text type on short-term measures. (CR)
Descriptors: Basal Reading, Class Activities, Grade 4, Instructional Design, Instructional Effectiveness, Intermediate Grades, Learning Disabilities, Reading Comprehension, Reading Strategies, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A