Enhancing Vocabulary Recognition in English Foreign Language Learners with and without Learning Disabilities: Effects of a Multi Component Storytelling Intervention Approach

Autor/inn/en	Knaak, Turid; Grünke, Matthias; Barwasser, Anne
Titel	Enhancing Vocabulary Recognition in English Foreign Language Learners with and without Learning Disabilities: Effects of a Multi Component Storytelling Intervention Approach
Quelle	In: Learning Disabilities: A Contemporary Journal, 19 (2021) 1, S.69-85 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Vocabulary Development; Sight Vocabulary; Word Recognition; English (Second Language); Second Language Learning; Second Language Instruction; Instructional Effectiveness; Teaching Methods; Story Telling; Instructional Materials; Rewards; Inclusion; Students with Disabilities; Learning Disabilities; Secondary School Students; Grade 7; Low Achievement; Foreign Countries; Intervention; Germany + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Worterkennung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Reward; Belohnung; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Sekundarschüler; School year 07; 7. Schuljahr; Schuljahr 07; Unterdurchschnittliche Leistung; Ausland; Deutschland
Abstract	The English language plays a major role around the world, making it important to learn English in order to participate and communicate in our globalized age. Adequate foreign language (L2) skills are important for everyday life and can even enhance performance in one's first language (L1). A growing number of very heterogeneous classrooms make it necessary to develop strategies that are beneficial for both high and low achievers. The purpose of this single-case study was to evaluate the effects of a multicomponent intervention consisting of storytelling, flashcards, and a reward procedure on 24 secondary-level students with and without learning disabilities. It appears that all participants benefited from the intervention and improved their sight word vocabulary knowledge. Students diagnosed with a learning disability showed the greatest improvements based on the results of visual analysis, effect size, and a piecewise regression analysis. In addition, follow-up data collected three weeks after the intervention showed that the effects maintained at a very high level. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01