Vocabulary Acquisition by Multilingual Students with Extensive Support Needs during Shared Reading

Autor/inn/en	Frates, Adriana; Spooner, Fred; Collins, Belva C.; Running Bear, Candi
Titel	Vocabulary Acquisition by Multilingual Students with Extensive Support Needs during Shared Reading
Quelle	In: Research and Practice for Persons with Severe Disabilities, 47 (2022) 3, S.137-154 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Frates, Adriana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/15407969221113590
Schlagwörter	Multilingualism; Special Needs Students; Reading Aloud to Others; Vocabulary Development; Sight Method; Spanish Speaking; English (Second Language); Second Language Learning; Intellectual Disability; Grade 6 + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Sonderpädagogischer Förderbedarf; Wortschatzarbeit; Look-and-say method; Ganzheitsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Intellect; Disability; Disabilities; Verstand; Behinderung; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	The current study examined the effects of a shared reading instructional package on the receptive identification of English sight vocabulary in multilingual learner students with extensive support needs. Two participants received the intervention, one in a face-to-face format and one in a videoconferencing format (due to the COVID-19 pandemic). To establish experimental control, the researchers used a multiple probe design with conditions across word sets and replicated across participants. Results showed both students met criterion on word sets as a result of the intervention. Considerations in interpreting the results for classroom implementation and future research 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