Effects of training in sentence construction on the comprehension of learning disabled children

30 learning-disabled Hispanic, White, and Black children (mean IQ 88.60 and mean age 11.73 yrs) were randomly assigned to 2 conditions focusing on sentence comprehension: a sentence anagram/word grouping treatment and a more traditional sentence study treatment. With age, IQ, and pretest comprehension (Gates-MacGinitie Reading Tests) controlled, Ss in the sentence anagram/word grouping condition had significantly higher cloze scores than Ss in the sentence study group. The greatest achievement benefits associated with the anagram treatment, however, accrued to Ss with higher initial reading achievement. As level of pretreatment achievement decreased, the magnitude of the treatment differences also tended to decrease. (23 ref)