The Effect of Semantic Feature Analysis on the Reading Comprehension of Learning Disabled Students.

Autor/in	Anders, Patricia L.
Titel	The Effect of Semantic Feature Analysis on the Reading Comprehension of Learning Disabled Students.
Quelle	(1983), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Content Area Reading; Critical Thinking; Distinctive Features (Language); High Schools; Learning Disabilities; Learning Strategies; Reading Comprehension; Reading Improvement; Reading Processes; Reading Research; Semantics; Social Studies; Teaching Methods; Vocabulary Development; Vocabulary Skills + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; Kritisches Denken; High school; Oberschule; Learning handicap; Lernbehinderung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Leseverstehen; Leseprozess; Leseforschung; Semantik; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Aktiver Wortschatz
Abstract	A study investigated whether semantic feature analysis (SFA) significantly improves the content related vocabulary knowledge and reading comprehension of adolescent, learning disabled readers. SFA is a set of vocabulary development activities designed to help students categorize vocabulary words and compare related ideas. Subjects, 62 learning disabled high school students, were divided into an experimental and a control group and assessed for prior knowledge of a social studies textbook passage. In the SFA activity, the experimental students completed a relationship chart listing the passage's major concepts and related vocabulary, then rated the relationship of each vocabulary word to each major concept. The control group looked up 10 of the passage's "difficult" vocabulary words in the dictionary, writing down the definition and an appropriate sentence. The results of the ANCOVA for the total score on the comprehension tests given after the study sessions indicated that the SFA group scored significantly higher than the vocabulary "look-up" group. The results suggest that when directed toward structured discussion of the major concepts within the content area, "passive" learning disabled students participate actively in their learning. (HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC