{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:26:46Z","timestamp":1777894006881,"version":"3.51.4"},"reference-count":36,"publisher":"SAGE Publications","issue":"6","license":[{"start":{"date-parts":[[1989,6,1]],"date-time":"1989-06-01T00:00:00Z","timestamp":612662400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[1989,6]]},"abstract":"<jats:p>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.<\/jats:p>","DOI":"10.1177\/002221948902200611","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"384-390","source":"Crossref","is-referenced-by-count":62,"title":["The Effects of an Interactive Instructional Strategy for Enhancing Reading Comprehension and Content Area Learning for Students with Learning Disabilities"],"prefix":"10.1177","volume":"22","author":[{"given":"Candace S.","family":"Bos","sequence":"first","affiliation":[{"name":"Candace S. Bos is an associate professor of special education at the University of Arizona. Her research focuses on instructional interventions designed to facilitate learning in students with specific learning disabilities. Address: Candace S. Bos, Division of Special Education and Rehabilitation, University of Arizona, Tucson, AZ 85721."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Patricia L.","family":"Anders","sequence":"additional","affiliation":[{"name":"Patricia L. Anders is an associate professor of reading in the Division of Language, Reading, and Culture at the University of Arizona. She specializes in learning from text in content area classrooms."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Dorothy","family":"Filip","sequence":"additional","affiliation":[{"name":"Dorothy Filip is chair of the Special Education Department at Catalina High School in Tucson Unified School District, Tucson, Arizona."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Lynne E.","family":"Jaffe","sequence":"additional","affiliation":[{"name":"Lynne E. Jaffe is an adjunct assistant professor at the University of Arizona. 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