Literaturnachweis - Detailanzeige
| Autor/inn/en | Pany, Darlene; Jenkins, Joseph R. |
|---|---|
| Institution | Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA. |
| Titel | Learning Word Meanings: A Comparison of Instructional Procedures and Effects on Measures of Reading Comprehension with Learning Disabled Students. Technical Report No. 25. |
| Quelle | (1977), (34 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Context Clues; Intermediate Grades; Learning Disabilities; Prose; Reading Comprehension; Reading Instruction; Reading Processes; Reading Research; Recall (Psychology); Remedial Reading; Teaching Methods; Vocabulary Development |
| Abstract | Three instructional conditions which varied in the extent to which they emphasized direct instruction on word meanings were compared as to their effects on two aspects of reading comprehension: recalling word meanings and recalling facts from a story. The instructional conditions consisted of (1) meanings from context, which required students to infer word meanings from passage context, (2) meanings given, in which students were told meanings of key words as they read, and (3) meanings practiced, in which students practiced reciting word meanings before they read a story. The six learning-disabled students who participated in the study underwent each treatment on three separate occasions. Only the meanings-practiced condition consistently and significantly increased acquisition and retention of word meanings. Although the treatments were differentially effective in improving word knowledge, they surprisingly did not differentially influence students' ability to recall story facts. Results are discussed in regard to their implications, both for remedial reading instruction and for analyses of relationships between reading comprehension subskills. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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