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  • Title: The effects of an interactive instructional strategy for enhancing reading comprehension and content area learning for students with learning disabilities.
    Author: Bos CS, Anders PL, Filip D, Jaffe LE.
    Journal: J Learn Disabil; 1989; 22(6):384-90. PubMed ID: 2738473.
    Abstract:
    This study investigated the effectiveness of an interactive vocabulary instructional strategy, semantic-feature analysis (SFA), on the content area text comprehension of adolescents with learning disabilities. Prior to reading a social studies text, students in resource classes either completed a relationship chart as part of the SFA condition or used the dictionary to write definitions and sentences as part of the contrast condition. Passage comprehension was measured on a multiple-choice test consisting of two types of items, vocabulary and conceptual. Comprehension was measured immediately following teaching and again 6 months after teaching. Prior knowledge for the content of the passage served as a covariate. Results indicated that students in the SFA instructional condition had significantly greater measured comprehension immediately following and 6 months after initial teaching. These results are discussed in relation to concept-driven, interactive strategies for teaching content and facilitating text comprehension.
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