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

Bos, Candace S.; Anders, Patricia L.

Notes FAQ Contact Us

Peer reviewed

ERIC Number: EJ410312

Record Type: Journal

Publication Date: 1990

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

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

Bos, Candace S.; Anders, Patricia L.

Learning Disability Quarterly, v13 n1 p31-42 Win 1990

The study, involving 61 learning-disabled junior high students, compared the short-term and long-term effectiveness of definition instruction with interactive vocabulary strategies (semantic mapping, semantic feature analysis, and semantic/syntactic feature analysis). Students participating in the interactive strategies demonstrated greater reading comprehension and vocabulary learning than students receiving definition instruction. (Author/JDD)

Descriptors: Instructional Effectiveness, Interaction, Junior High Schools, Learning Disabilities, Learning Strategies, Reading Comprehension, Semantics, Teaching Methods, Vocabulary Development

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Teachers; Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

IES Cited: ED502398