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Direct linkEbbers, Susan M.; Denton, Carolyn A. – Learning Disabilities Research & Practice, 2008
There is reliable evidence that new vocabulary is primarily acquired through wide independent reading. However, struggling readers tend to avoid reading, resulting in limited word encounters and inadequate vocabulary growth, and they often have difficulties inferring the meanings of new words from context. While there are no clear solutions to the…
Descriptors: Reading Difficulties, Learning Problems, Independent Reading, Vocabulary
Peer reviewedGraham, Lorraine; Wong, Bernice Y. L. – Journal of Learning Disabilities, 1993
Forty-five average and 45 poor readers (grades 5-6) received either didactic teaching or self-instruction of the "3H" mnemonic reading comprehension strategy relating to text explicitness, text implicitness, or script implicitness, or received no training. Self-instructional training was more effective in enhancing and maintaining…
Descriptors: Autoinstructional Aids, Instructional Effectiveness, Intermediate Grades, Learning Strategies
