The study examined the effectiveness of interactive strategies, including semantic mapping, semantic feature analysis, and semantic/syntactic feature analysis, against definition instruction. Students were grouped into four intervention conditions: semantic mapping, semantic feature analysis, semantic/syntactic feature analysis, or definition instruction. Students received instruction in small groups within each condition for eight 50-minute sessions over seven weeks. The study included 61 students (41 males) with disabilities from middle- and lower-middle class junior high schools in two school districts in a large, metro area in the Southwest. The mean age of the participants was 13.8 years. Students participating in the interactive strategies demonstrated greater comprehension and vocabulary learning on multiple-choice items than students receiving definition instruction. Students in the semantic feature analysis and semantic/syntactic feature analysis conditions demonstrated better written recalls in the long term than students in the definition instruction condition.
Effects of interactive vocabulary instruction on the vocabulary learning and reading comprehension of junior-high learning disabled students
Learning Disability Quarterly, 13(1), 31-42.
IDEA Disability Category:
specific learning disability
opportunities to learn concepts
practice and reinforcement activities
National Reading Panel Standards:
English Language Arts:
Reading: Informational Text