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.
Rights
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DOI
10.25777/69vn-k569
Recommended Citation
Shelton, Kathleen C..
"The Effect of Syntactic Structure and Semantics of the Comprehension of Content Area Prose by Mainstreamed Learning Disabled Adolescents"
(1982). Master of Science in Education (MSEd), Thesis, , Old Dominion University, DOI: 10.25777/69vn-k569
https://digitalcommons.odu.edu/cdse_etds/35