Reading Comprehension in Adolescents with Learning Disabilities-Reference-Cited by-同舟云学术

Reading Comprehension in Adolescents with Learning Disabilities

Published:1989-11 Issue:9 Volume:22 Page:569-572
ISSN:0022-2194
Container-title:Journal of Learning Disabilities
language:en
Short-container-title:J Learn Disabil

Author:

Abrahamsen Eileen P.¹,Shelton Kathleen C²

Affiliation:

1. Eileen P. Abrahamsen received her EdD in speech pathology from Teachers College, Columbia University, and is currently an associate professor of speech pathology at Old Dominion University. Her research interests are in the areas of language development and language disorders.

2. Kathleen C. Shelton received her MSEd in special education from Old Dominion University and is currently a resource teacher of children with learning disabilities in the Chesapeake, Virginia, school district. She is currently preparing a book on integrative teaching techniques for children with learning disabilities. Address: Eileen P. Abrahamsen, Child Study Center, Old Dominion University, Norfolk, VA 23529–0136.

Abstract

Ninety-two adolescents with learning disabilities were randomly assigned to four groups to determine the effects of semantic and syntactic complexity on the reading comprehension of content area prose. One group served as a control and read a social studies passage without change. The three treatment groups read passages with syntactic and/or semantic modifications. Comprehension was significantly better for those groups reading passages with combined semantic and syntactic modifications and syntactic modifications alone, when compared to the control group. Semantic modifications alone did not significantly improve comprehension.

Publisher

SAGE Publications

Subject

General Health Professions,Education,Health (social science)

Link

http://journals.sagepub.com/doi/pdf/10.1177/002221948902200909

Reference18 articles.

1. Children's comprehension of between- and within-sentence syntactic structures.

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