Process-oriented writing: instructional implications for mildly handicapped students.
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Child↗
Biomedical subjects
C S Bos
Publications and source records attributed to C S Bos.
Parent participation in the initial placement/IEP conference ten years after mandated involvement.
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Child↗
Knowledge and perception of the resource room: the students' perspective.
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Child↗
The effect of cognitive strategy training on verbal math problem solving performance of learning disabled adolescents.
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Adolescent↗
The effects of an interactive instructional strategy for enhancing reading comprehension and content area learning for students with learning disabilities.
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.
Adolescent↗