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Direct linkHelman, Amanda L.; Calhoon, Mary Beth; Kern, Lee – Learning Disability Quarterly, 2015
This study investigated the effects of a combined contextual and morphemic analysis strategy to increase prediction and analysis of science vocabulary words by three high school (9th--10th grade) English language learners with reading disabilities. A multiple baseline across participants design was used. Students analyzed science words using the…
Descriptors: Prediction, Vocabulary, Science Instruction, Reading Difficulties
Peer reviewedSnider, 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
Peer reviewedCarr, Sonya C.; Thompson, Bruce – Learning Disability Quarterly, 1996
This study, with 48 students (including 16 eighth graders with learning disabilities (LD), 16 age level peers, and 16 reading level peers), found that all groups, but especially LD students, benefited from experimenter activation of prior knowledge on reading comprehension tasks testing inferential reading ability. Experimenter activation of prior…
Descriptors: Inferences, Intermediate Grades, Junior High Schools, Knowledge Level
Peer reviewedWeisberg, Renee – Learning Disability Quarterly, 1988
The article contains a review of reading comprehension research since 1980, based on an interactive model of reading, with a focus on reading disabilities/learning disabilities. Included are studies which have investigated the influence of readers' prior knowledge of a topic, the influences of text structure and task demands, and metacognitive…
Descriptors: Interaction, Knowledge Level, Learning Disabilities, Metacognition
