A word identification strategy for adolescents with learning disabilities.

B. K. Lenz, Charles A. Hughes

Research output: Contribution to journalArticlepeer-review

50 Scopus citations

Abstract

Students with learning disabilities frequently experience difficulty on reading tasks. This difficulty is heightened for adolescents with learning disabilities who are responsible for reading and understanding materials written at several grade levels above their reading ability. Word identification becomes an increasingly important skill for these students, especially when confronted with unfamiliar, polysyllabic words. The present study investigated the effects of training 12 adolescents with learning disabilities in a word identification strategy, DISSECT. The results indicated that the strategy was effective in reducing reading errors for all subjects. However, it was found that increases in word identification differentially affected reading comprehension and indicate the need for separate and/or simultaneous attention to comprehension processes.

Original languageEnglish (US)
Pages (from-to)149-158, 163
JournalJournal of learning disabilities
Volume23
Issue number3
StatePublished - Mar 1 1990

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Education
  • Health Professions(all)

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