Teaching Academic Vocabulary to Sixth-Grade Students with Disabilities

Autor/inn/en	O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria M.; Kim, Joyce J.; Knight-Teague, Kerri; Orozco, Guadalupe; Jones, Brian T.
Titel	Teaching Academic Vocabulary to Sixth-Grade Students with Disabilities
Quelle	In: Learning Disability Quarterly, 42 (2019) 4, S.231-243 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948718821091
Schlagwörter	Students with Disabilities; Grade 6; Academic Language; Vocabulary; English Language Learners; English Instruction; Learning Disabilities; Special Education; Middle School Students; Middle School Teachers; Fidelity; Instructional Effectiveness; California + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School year 06; 6. Schuljahr; Schuljahr 06; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Wortschatz; English langauage lessons; Englischunterricht; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Kalifornien
Abstract	Adolescents with disabilities have great difficulty with academic content in middle school, and their teachers have difficulty teaching them to understand and use academic language. We taught teachers of sixth-grade students with learning disabilities, more than half of whom were also English language learners (ELLs), to implement about 15 min of daily interactive vocabulary instruction in their intact special education English/language arts classes. Three schools were assigned randomly to treatment (two schools) or control conditions (one school, 52 students total). We developed instructional routines to introduce four new words per week in three 4-week units to test for replicability. ANCOVAs (with each cycle's pretest and intelligence quotient as covariates) were conducted on taught vocabulary, all of which favored the treatment condition with effect sizes ranging 0.6 to 0.7 per cycle. Near-transfer effects to vocabulary usage were weaker, with significant effects in the last two cycles. Effects were similar for students with disabilities who were ELLs and native English speakers. Treated students maintained their knowledge of words 4 to 24 weeks following the close of treatment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06