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Interactive Semantic Mapping: An Interactive Approach to Enhancing LD Students' Content Area Comprehension.
Peer reviewed Peer reviewed
Scanlon, David J.; And Others – Learning Disabilities Research and Practice, 1992
Interactive Semantic Mapping is presented as an interactive instructional strategy developed from multiple theoretical bases to aid reading comprehension in students with learning disabilities. It involves students in predicting relationships among concepts and sharing knowledge to facilitate comprehension of text-related concepts. This article…
Descriptors: Cognitive Structures, Elementary Secondary Education, Instructional Effectiveness, Interaction
Importance of Instructional Complexity and Role Reciprocity to Classwide Peer Tutoring.
Peer reviewed Peer reviewed
Simmons, Deborah C.; And Others – Learning Disabilities Research and Practice, 1994
Effects of instructional complexity and role reciprocity within classwide peer tutoring (CWPT) programs were examined with a total of 119 students (learning disabled, low achieving, or normally achieving) in grades 2 through 5. Students in all CWPT conditions outperformed controls on a reading fluency measure; however only those in CWPT with role…
Descriptors: Elementary Education, Learning Disabilities, Low Achievement, Peer Teaching
Learning Disabled Readers' Comprehension of Computer Mediated Text: The Influence of Working Memory, Metacognition and Attribution.
Peer reviewed Peer reviewed
Swanson, H. Lee; Trahan, Marcille F. – Learning Disabilities Research and Practice, 1992
Learning-disabled and average readers (n=120) from grades four through six completed comprehension questions under one of four treatment conditions. Results indicated that computer-mediated text was no better than off-line conditions in improving learning-disabled readers' comprehension. Attribution and metacognitive sophistication were…
Descriptors: Attribution Theory, Computer Oriented Programs, Instructional Effectiveness, Intermediate Grades
Selecting Approaches to Vocabulary Instruction for the Reading Disabled.
Peer reviewed Peer reviewed
Carlisle, Joanne F. – Learning Disabilities Research and Practice, 1993
This article compares four theories relating vocabulary knowledge to reading comprehension and applies these theories to vocabulary development instructional approaches for various types of students with problems in reading comprehension. The four theories are the instrumentalist hypothesis, the aptitude hypothesis, the access hypothesis, and the…
Descriptors: Elementary Secondary Education, Individual Differences, Learning Disabilities, Learning Theories
The Comprehension Instruction That Students Need: Instruction Fostering Constructively Responsive Reading.
Peer reviewed Peer reviewed
Pressley, Michael; And Others – Learning Disabilities Research and Practice, 1995
This study reviews research indicating that specific instruction in reading comprehension strategies is effective in improving comprehension for students, including those with learning disabilities. The reading strategies of highly competent readers are identified, and effective application of transactional strategies instruction with weak…
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Intervention, Learning Disabilities
The Validity of the WJ-R, PIAT-R, and DAB-2 Reading Subtests with Students with Learning Disabilities.
Peer reviewed Peer reviewed
Daub, Deborah; Colarusso, Ronald P. – Learning Disabilities Research and Practice, 1996
Comparison of scores of 35 third- and fourth-grade students with learning disabilities on 3 major achievement tests found high positive correlations among the reading subtests. Agreement across all 3 tests for learning disability eligibility in the basic reading skills area was found in 20 of 35 cases and 9 of 35 cases in reading comprehension.…
Descriptors: Achievement Tests, Concurrent Validity, Disability Identification, Educational Diagnosis
Modifying the "Laubach Way to Reading" Program for Use with Adolescents with LDs.
Peer reviewed Peer reviewed
Curtis, Mary E.; Chmelka, Mary B. – Learning Disabilities Research and Practice, 1994
The effectiveness of the "Laubach Way to Reading" program was examined with four adolescents with learning disabilities who were reading below the fifth-grade level. Students made significant gains on basic reading skills and comprehension. Students' success depended on being provided with supplemental lists of more challenging words…
Descriptors: Instructional Effectiveness, Instructional Materials, Learning Disabilities, Phoneme Grapheme Correspondence
The Effects of Teacher Training and Implementation of Two Methods for Improving the Comprehension Skills of Students with Learning Disabilities.
Peer reviewed Peer reviewed
Simmonds, Effie P. M. – Learning Disabilities Research and Practice, 1992
Twenty-four resource room teachers were trained in either teaching Question-Answer Relationships (QARs) or traditional methods of reading comprehension instruction, including literal questions, locating supporting details, and drawing conclusions. Results indicated that QARs readily accommodated to content area reading material and elevated…
Descriptors: Elementary Secondary Education, Inservice Teacher Education, Instructional Effectiveness, Learning Disabilities