Vocabulary instruction: Effects on word knowledge and reading comprehension

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


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)

Cite this document (BETA)

Readership Statistics

11 Readers on Mendeley
by Discipline
by Academic Status
36% Ph.D. Student
18% Other Professional
18% Doctoral Student
by Country
9% United States

Sign up today - FREE

Mendeley saves you time finding and organizing research. Learn more

  • All your research in one place
  • Add and import papers easily
  • Access it anywhere, anytime

Start using Mendeley in seconds!

Sign up & Download

Already have an account? Sign in