ERIC Number: EJ410312
Record Type: Journal
Publication Date: 1990
Reference Count: 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)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
IES Cited: ED502398