Date of Award

Summer 1982

Document Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Program/Concentration

Special Education

Committee Director

Sandra Rubin

Committee Member

Eileen Abrahamsen

Committee Member

Jack E. Robinson

Call Number for Print

Special Collections; LD4331.E32S45

Abstract

The purpose of this study was to determine the influence of syntactic structure and/or semantics on the comprehensibility of content area prose. The population consisted of learning disabled junior high school students who were mainstreamed into a minimum of four out of six regular classes. Drawn from subjects obtaining parental permission, 92 students were selected utilizing a table of random numbers to constitute the sample. The subjects were randomly assigned to one of three treatment groups or a control group and were administered a history textbook passage that contained syntactic and/or semantic changes or one that contained no changes. The results indicated a significant relationship between (1) comprehension and syntactic changes alone, and (2) comprehension and syntactic and semantic changes together, Conversely, the relationship between semantic changes alone and comprehension was found to be non-significant.

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In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/69vn-k569

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