Improving Word Comprehension of Remedial Readers

Abstract

An instructional program was developed to teach elementary pupils how to parapluase dictionary defmitions into meaningful sentences. Theoretically, the learner processes the meaning of the new words, thereby improving comprehension. Children who were given the instructional program scored higher on a test of word meaning and received better rating of the sentences they composed, following a series of t1uee study-test trials, than control subjects. A second experimental group that practiced composing parapluased sentences, but who received no special training in how to do so, did not score significantly higher than control subjects, nor significantly lower than members of the instruction group.