Vocabulary Instruction for Students with Learning Disabilities: A Review of the Research

This article reviews research on vocabulary interventions involving students with learning disabilities. The purpose of the review was to summarize the findings of vocabulary intervention research and to present implications for vocabulary instruction. The studies were analyzed based on the followin...

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Bibliographic Details
Published inLearning disability quarterly Vol. 26; no. 2; pp. 117 - 128
Main Authors Bryant, Diane Pedrotty, Goodwin, Marilyn, Bryant, Brian R., Higgins, Kellie
Format Journal Article
LanguageEnglish
Published Los Angeles, CA Council for Learning Disabilities 01.05.2003
SAGE Publications
Sage Publications, Inc
SAGE PUBLICATIONS, INC
Subjects
Achievement tests
Associative processes
CAI
Computer Assisted Instruction
Content Area Reading
Curriculum Design
Dictionaries
Direct Instruction
Disability
Educational research
Fluency
Generalization
Immediate recall
Instructional design
Instructional Effectiveness
Intervention
Keywords
Knowledge
Learning Disabilities
Learning Strategies
Mnemonics
Reading comprehension
Reading instruction
Recall (Psychology)
Retention
Secondary Education
Semantics
Special education
Special needs students
Students
Teaching
Teaching Methods
Vocabulary
Vocabulary Development
Vocabulary instruction
Vocabulary learning
United States > US
Texas
Online AccessGet full text
ISSN0731-9487
2168-376X
DOI10.2307/1593594

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Summary:This article reviews research on vocabulary interventions involving students with learning disabilities. The purpose of the review was to summarize the findings of vocabulary intervention research and to present implications for vocabulary instruction. The studies were analyzed based on the following intervention research variables: word selection procedure, materials, instructional design and procedures, duration of the intervention, mastery criterion, measures of vocabulary learning (word knowledge level and reading comprehension), maintenance, and generalization (reading comprehension). Based on the selection criteria, six articles spanning the period from 1978 to the present were identified. Vocabulary interventions were categorized into four areas, computer-assisted instruction (CAI), fluency-building vocabulary practice activities, mnemonic strategy instruction, and concept enhancement instruction. Overall, positive results were found for the interventions on measures of immediate recall, maintenance, and generalization.
Bibliography:Special Issue: Effective Instruction for Struggling Secondary Students.
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ISSN:0731-9487
2168-376X
DOI:10.2307/1593594