The effects of an interactive instructional strategy for enhancing reading comprehension and content area learning for students with learning disabilities.

C. S. Bos, P. L. Anders, D. Filip, L. E. Jaffe

Research output: Contribution to journalArticle

52 Scopus citations

Abstract

This study investigated the effectiveness of an interactive vocabulary instructional strategy, semantic-feature analysis (SFA), on the content area text comprehension of adolescents with learning disabilities. Prior to reading a social studies text, students in resource classes either completed a relationship chart as part of the SFA condition or used the dictionary to write definitions and sentences as part of the contrast condition. Passage comprehension was measured on a multiple-choice test consisting of two types of items, vocabulary and conceptual. Comprehension was measured immediately following teaching and again 6 months after teaching. Prior knowledge for the content of the passage served as a covariate. Results indicated that students in the SFA instructional condition had significantly greater measured comprehension immediately following and 6 months after initial teaching. These results are discussed in relation to concept-driven, interactive strategies for teaching content and facilitating text comprehension.

Original languageEnglish (US)
Pages (from-to)384-390
Number of pages7
JournalJournal of learning disabilities
Volume22
Issue number6
DOIs
StatePublished - 1989

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Health Professions(all)

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