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Metaphor Comprehension by Language Learning Disabled and Normally Achieving Adolescent Boys.
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Jones, Jacqueline; Stone, C. Addison – Learning Disability Quarterly, 1989
Sixteen language learning-disabled adolescents were able to provide fewer correct metaphor interpretations than 16 normally achieving adolescents. For both groups, metaphors were easier to interpret by paraphrase selection than by verbal explanation, and perceptual metaphors were easier to interpret than psychological metaphors. (Author/JDD)
Descriptors: Adolescents, High Schools, Language Handicaps, Learning Disabilities
Effects of Instruction in the Use of a Visual-Imagery Strategy on the Reading-Comprehension Competence of Disabled and Average Readers.
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Chan, Lorna K. S.; And Others – Learning Disability Quarterly, 1990
The study, involving 39 intermediate-grade disabled readers, found that visualization instruction plus pictorial display, in which subjects were instructed to make pictures in their minds and were shown a pictorial display that illustrated the temporal-spatial sequence of the reading text, was particularly effective in facilitating subjects'…
Descriptors: Imagery, Instructional Effectiveness, Intermediate Grades, Learning Strategies
Effects of Interactive Vocabulary Instruction on the Vocabulary Learning and Reading Comprehension of Junior-High Learning Disabled Students.
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Bos, Candace S.; Anders, Patricia L. – Learning Disability Quarterly, 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…
Descriptors: Instructional Effectiveness, Interaction, Junior High Schools, Learning Disabilities
Method of Questioning and Placement of Questions: Effects on LD Students' Comprehension.
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Schmidt, Mary W. – Learning Disability Quarterly, 1989
Students (N=120) with learning disabilities in grades 6-9 were assessed on comprehension of silently read materials under conditions of adjunct questioning, oral recitation questioning methods, and middle/end and end-only question placement. Results indicated a significant effect of method and a significant interaction between level and focus of…
Descriptors: Instructional Effectiveness, Intermediate Grades, Junior High Schools, Learning Disabilities
Comparison of Monitoring and Mnemonic Test-Processing Strategies in Learning Disabled Students.
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Graves, Ann W.; Levin, Joel R. – Learning Disability Quarterly, 1989
Thirty learning-disabled students in grades five-eight read several passages and attempted to identify and remember main ideas. Students were assigned to one to three conditions: control, monitoring and self-questioning, or mnemonic. The monitoring strategy was most effective for main-idea finding, whereas the mnemonic strategy was most effective…
Descriptors: Comparative Analysis, Intermediate Grades, Junior High Schools, Learning Disabilities
Reading Comprehension Performance of Adolescents with Learning Disabilities.
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Snider, Vicki E. – Learning Disability Quarterly, 1989
The study found that instructing 13 learning-disabled junior high students in the necessary prior knowledge (information and vocabulary concepts) led to superior reading comprehension performance. Textually explicit text structure also improved reading comprehension. (DB)
Descriptors: Advance Organizers, Directed Reading Activity, Junior High Schools, Knowledge Level
Making Students Partners in the Comprehension Process: Organizing the Reading "Posse."
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Englert, Carol Sue; Mariage, Troy V. – Learning Disability Quarterly, 1991
This article reports on a reading comprehension instructional technique which uses reciprocal-like teaching formats in groups and semantic mapping to make text structures apparent. The procedure significantly affected recall of expository ideas and knowledge of comprehension strategies with 28 intermediate grade students with learning…
Descriptors: Group Discussion, Instructional Effectiveness, Intermediate Grades, Learning Disabilities