Learning Word Meanings: A Comparison of Instructional Procedures

Abstract

While a considerable amount of research has been conducted on learning disabled populations to determine their ability to decode and learn words in isolation, limited research has addressed the reading comprehension of LD populations. Pany and Jenkins compared the effects of three instructional strategies on reading comprehension. Specifically, the study measured recall of word meanings and recall of facts from a story. The authors discuss the implications of their findings for remedial reading instruction.