Literaturnachweis - Detailanzeige
| Autor/inn/en | Kennedy, Michael J.; Romig, John Elwood; VanUitert, Victoria J.; Rodgers, Wendy J. |
|---|---|
| Titel | Impact of the Infercabulary App on Vocabulary Knowledge of Fifth-Grade Students with Disabilities |
| Quelle | In: Journal of Special Education Technology, 35 (2020) 4, S.204-224 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kennedy, Michael J.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643419858077 |
| Schlagwörter | Courseware; Vocabulary Development; Grade 5; Elementary School Students; Students with Disabilities; Multimedia Instruction; Direct Instruction; Instructional Effectiveness; Educational Technology; Individualized Education Programs; Student Satisfaction; Rural Schools Lernsoftware; Wortschatzarbeit; School year 05; 5. Schuljahr; Schuljahr 05; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Multimediales Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Unterrichtsmedien; Individualized education program; Individualisierendes Lernen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen |
| Abstract | There are multiple pathways for students with and without disabilities to learn new vocabulary terms. However, the number of empirically tested and validated multimedia options is surprisingly limited. In this study, researchers tested a commercially available app (InferCabulary) to evaluate the impact on vocabulary performance of fifth-grade students with and without disabilities. A key practice that can take many forms while maintaining its core characteristics is explicit instruction. Therefore, researchers paired the functionality of the app with explicit instruction to evaluate its impact on student learning. Based on a counterbalanced design across 6 alternating weeks accessing the app or teacher-led business-as-usual instruction, students scored higher on weeks when they used the app plus explicit instruction to learn new terms. Implications for future research are included. (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: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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