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Vocabulary instruction: Effects on word knowledge and reading comprehension

by Darlene Pany, Joseph R Jenkins, Janice Schrenk
Learning Disability Quarterly ()
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Abstract

The effects of vocabulary instruction on word knowledge and reading comprehension were investigated. Average students learned some word synonyms under all conditions except a noninstructional control condition. However, learning disabled students acquired fewer meanings across all conditions and seemed to require more direct instruction in order to produce learning. (Author/SEW)

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