Using Interactive Teaching and Learning Strategies to Promote Text Comprehension and Content Learning for Students with Learning Disabilities

Candace S. Bos, Patricia L Anders

Research output: Contribution to journalArticle

31 Citations (Scopus)

Abstract

The Interactive Teaching Project, described in this paper, was designed to test an instructional model designed to help students identified as learning disabled comprehend and learn content area concepts. Reported is a description of the theoretical rationale for the model, a description of the teaching and learning strategies used, and the effects of those strategies. The conclusions are based on data collected over three years in elementary bilingual social studies and junior high science classrooms. Overall, the interactive strategies (semantic feature analysis, semantic mapping, and semantic/syntactic feature analysis) were found to be more effective than instruction emphasizing definitions for students striving to learn content area concepts.

Original languageEnglish (US)
Pages (from-to)225-238
Number of pages14
JournalInternational Journal of Disability, Development and Education
Volume39
Issue number3
DOIs
StatePublished - Jan 1 1992

Fingerprint

Learning Disorders
teaching strategy
learning strategy
Semantics
learning disability
Teaching
comprehension
semantics
Learning
Educational Models
Students
social studies
learning
Theoretical Models
student
instruction
classroom
science
Simulation Training

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education
  • Health(social science)
  • Health Professions (miscellaneous)

Cite this

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