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Journal of Learning Disabilities
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Reading Comprehension in Adolescents with Learning Disabilities

Semantic and Syntactic Effects

Eileen P. Abrahamsen, EdD

Eileen P. Abrahamsen received her EdD in speech pathology from Teachers College, Columbia University, and is currently an associate professor of speech pathology at Old Dominion University. Her research interests are in the areas of language development and language disorders.

Kathleen C Shelton, MSEd

Kathleen C. Shelton received her MSEd in special education from Old Dominion University and is currently a resource teacher of children with learning disabilities in the Chesapeake, Virginia, school district. She is currently preparing a book on integrative teaching techniques for children with learning disabilities. Address: Eileen P. Abrahamsen, Child Study Center, Old Dominion University, Norfolk, VA 23529–0136.

Ninety-two adolescents with learning disabilities were randomly assigned to four groups to determine the effects of semantic and syntactic complexity on the reading comprehension of content area prose. One group served as a control and read a social studies passage without change. The three treatment groups read passages with syntactic and/or semantic modifications. Comprehension was significantly better for those groups reading passages with combined semantic and syntactic modifications and syntactic modifications alone, when compared to the control group. Semantic modifications alone did not significantly improve comprehension.

Journal of Learning Disabilities, Vol. 22, No. 9, 569-572 (1989)
DOI: 10.1177/002221948902200909
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