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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
