Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School

In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to th...

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Vydáno v:Journal of learning disabilities Ročník 54; číslo 3; s. 187 - 202
Hlavní autoři: O’Connor, Rollanda E., Sanchez, Victoria M., Jones, Brian T., Suchlit, Luisana, Youkhanna, Valencia, Beach, Kristen D., Widaman, Keith
Médium: Journal Article
Jazyk:angličtina
Vydáno: Los Angeles, CA SAGE Publications 01.05.2021
SAGE PUBLICATIONS, INC
SAGE Publications and Hammill Institute on Disabilities
Témata:
Academic Language
Business students
Classes
Comparative Analysis
Disability studies
Elementary school students
English
English language
English Language Learners
Expressive Language
Faculty Development
Grade 6
Grade 7
Intermediate Grades
Language
Language Arts
Language Tests
Learning Disabilities
Longitudinal Studies
Middle School Students
Middle schools
Reading Comprehension
Receptive Language
Retention (Psychology)
Special Education
Students
Students with Disabilities
Teachers
Teaching
Teaching Methods
Transfer of Training
Vocabulary
Vocabulary Development
Words
California
CHAAOS
learning disabilities
vocabulary
intervention
English language learners
middle school instruction
ISSN:0022-2194, 1538-4780, 1538-4780
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Shrnutí:In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p < .001) and on a standardized measure of vocabulary (p = .04).
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ISSN:0022-2194
1538-4780
1538-4780
DOI:10.1177/0022219420922839