Poster #10 - Multimodal Vocabulary Instruction for High School English Learners With or at Risk for Learning Disabilities

• In Event: 75.043 - MTCC Poster Session 17
  In Poster Session: 75.043-2 - Current Issues in Special Education

Abstract

For English Learners (ELs), developing academic vocabulary is an instructional priority. In this study, researchers replicated components from elementary-level vocabulary intervention studies and sought to extend the knowledge base by evaluating effects in a high school setting. Six ninth-grade ELs with or at-risk for learning disabilities participated in peer-mediated computer-assisted vocabulary instruction with embedded self-regulation procedures. A multiple probe design across word sets and replicated across participants was conducted to evaluate the effects of the intervention on accuracy with oral defining of discipline-specific language arts terms. Instruction took place in 20-minute sessions that spanned 29 school days. All participants improved in expressively defining language arts terms, respective to baseline levels and reported high satisfaction with the intervention.

Authors

• Sara Lynn Jozwik, University of Wisconsin - Milwaukee

• Tara Kaczorowski, Illinois State University

• Shaqwana Freeman-Green, University of North Carolina - Greensboro