Understanding the Role of Academic Vocabulary in Content Acquisition for Middle School Students with and without Disabilities

Autor/inn/en	Wang, Hsuan-Hui; Swanson, Elizabeth; Vaughn, Sharon
Titel	Understanding the Role of Academic Vocabulary in Content Acquisition for Middle School Students with and without Disabilities
Quelle	In: Journal of Special Education, 57 (2023) 1, S.3-12 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Hsuan-Hui) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/00224669221097944
Schlagwörter	Academic Language; Vocabulary; Middle School Students; Students with Disabilities; Reading Comprehension; Knowledge Level; Grade 8 + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Wortschatz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; Leseverstehen; Wissensbasis; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Vocabulary is a prominent contributor to reading comprehension. However, little is known about how students with disabilities with lower vocabulary performance respond to Tier 1 instruction, or how their vocabulary knowledge relates to their content acquisition. To examine the differential impact of Tier 1 instruction for U.S. middle school students with disabilities and to investigate the relations among academic vocabulary, content knowledge, and reading comprehension, this study analyzed data collected in previous randomized controlled trials. Findings suggest that evidence-based Tier 1 instruction targeting academic vocabulary can help eighth graders with disabilities grow as much as students without disabilities on academic vocabulary and content reading comprehension. In addition to students' baseline performance, learning gains in academic vocabulary significantly predicted the growth of content acquisition among students with disabilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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