Vocabulary instruction: Effects on word knowledge and reading comprehension

  • Pany D
  • Jenkins J
  • Schrenk J
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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)

Author-supplied keywords

  • Decoding (Reading)
  • Directed Reading Activity
  • Elementary Education
  • Exceptional Child Research
  • Learning Disabilities
  • Reading Comprehension
  • Reading Difficulties
  • Reading Research
  • Teaching Methods
  • Transfer of Training
  • Vocabulary Development

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Authors

  • Darlene Pany

  • Joseph R Jenkins

  • Janice Schrenk

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