Literaturnachweis - Detailanzeige
| Autor/inn/en | Kennedy, Michael J.; McDonald, Sean D.; Griendling, Lindsay M.; VanUitert, Victoria J.; Kunemund, Rachel L. |
|---|---|
| Titel | Comparing Two Established Multimedia Approaches for Teaching Vocabulary to Students with and without Disabilities |
| Quelle | In: Journal of Special Education Technology, 38 (2023) 2, S.115-130 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kennedy, Michael J.) ORCID (Griendling, Lindsay M.) ORCID (Kunemund, Rachel L.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/01626434221074055 |
| Schlagwörter | Multimedia Instruction; Students with Disabilities; Vocabulary Development; Grade 5; Teaching Methods; Educational Technology; Instructional Effectiveness; Elementary School Teachers; Elementary School Students Multimediales Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Wortschatzarbeit; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende |
| Abstract | Vocabulary is a critical building block for establishing mastery of content area knowledge. Two technology-based tools (InferCabulary and Content Acquisition Podcasts for Students [CAP-S]) have been found to have beneficial effects on students' vocabulary knowledge, but efficacy of device features across varied presentation formats is unknown. The purpose of this study was to compare InferCabulary and CAP-S on four measures of vocabulary performance. Fifth-grade students (n = 656) drawn from 30 classrooms across three states participated in one of three conditions to learn 100 new vocabulary terms. Teachers (n = 30) taught student participants new word meanings via the InferCabulary program, CAP-S instructional slides, or their business-as-usual (BAU) approach to instruction. Results indicate that when students learned vocabulary using InferCabulary or CAP-S approaches, they significantly outperformed their peers who participated in BAU vocabulary instruction. In addition, students with disabilities in the CAP-S and InferCabulary conditions scored similarly to students without disabilities in the BAU condition on most measures. Implications for research and practice are discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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