ERIC Number: EJ1121392
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Effects of Semantic Ambiguity Detection Training on Reading Comprehension Achievement of English Learners with Learning Difficulties
Jozwik, Sara L.; Douglas, Karen H.
Multiple Voices for Ethnically Diverse Exceptional Learners, v16 n2 p37-57 Fall 2016
This study examined how explicit instruction in semantic ambiguity detection affected the reading comprehension and metalinguistic awareness of five English learners (ELs) with learning difficulties (e.g., attention deficit/hyperactivity disorder, specific learning disability). A multiple probe across participants design (Gast & Ledford, 2010) evaluated instructional effects on (a) number of correct replacements (CR) on maze tasks and (b) percentage accuracy with applying targeted metalinguistic awareness skills on researcher-developed semantic ambiguity detection probes. During the baseline condition, guided reading was the primary instructional method. During intervention, explicit instruction focused on identification and interpretation of multimeaning words, production and interpretation of riddles, and close reading of authentic text to interpret nonliteral language. Results-revealed performance increases relative to baseline levels on instructional-level reading comprehension and semantic ambiguity detection assessments. Participants rated the intervention favorably. Limitations and implications for meeting literacy needs of ELs with learning difficulties are presented.
Descriptors: Semantics, Ambiguity (Semantics), Identification, Training, Reading Comprehension, Reading Achievement, English Language Learners, Learning Disabilities, Reading Instruction, Metalinguistics, Attention Deficit Hyperactivity Disorder, Cloze Procedure, Accuracy, Critical Reading, Intervention, Student Attitudes, Reading Attitudes, Public Schools, Elementary School Students, Reliability, Validity, Efficiency, Reading Skills, Formative Evaluation, Benchmarking
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 615 E 52nd Street Suite 347, University of Missouri-Kansas City, Kansas City, MO 64110. Tel: 816-235-2401; Fax: 816-235-2260; e-mail: firstname.lastname@example.org; Web site: http://multiplevoicesjournal.org/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Authoring Institution: N/A