This study investigated the effects of a combined contextual and morphemic analysis strategy to increase prediction and analysis of science vocabulary words by three high school (9th–10th grade) English language learners with reading disabilities. A multiple baseline across participants design was used. Students analyzed science words using the Clue Word Strategy (CWS). Dependent measures examined strategy use, morpheme and knowledge, and reading comprehension. In addition, student acceptability of the strategy was assessed. Results indicated that the CWS both increased and maintained students’ proficiency in analyzing science vocabulary. In addition, students enjoyed using the CWS strategy and recommended it to peers. Implications and limitations of the findings are delineated. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)