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

Autor/inn/en	O'Connor, Rollanda E.; Sanchez, Victoria M.; Jones, Brian T.; Suchlit, Luisana; Youkhana, Valencia; Beach, Kristen D.; Widaman, Keith
Titel	Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School
Quelle	(2020), (51 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Vocabulary Development; Middle School Students; English; Language Arts; Students with Disabilities; Learning Disabilities; Special Education; Grade 6; Retention (Psychology); Longitudinal Studies; Teaching Methods; Faculty Development; Comparative Analysis; Academic Language; English Language Learners; Reading Comprehension; Transfer of Training; Language Tests; Expressive Language; Receptive Language; California + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; English language; Englisch; Sprachkultur; Disability; Disabilities; Studentin; Behinderung; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; School year 06; 6. Schuljahr; Schuljahr 06; Merkfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Leseverstehen; Training; Transfer; Ausbildung; Language test; Sprachtest; Rezeptive Kommunikationsfähigkeit; Kalifornien
Abstract	In this multi-year study, we taught English/Language Arts teachers of students with Learning Disabilities in middle school to incorporate 15 minutes 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 students in business-as-usual 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 business-as-usual (BAU, n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age appropriate words (p < 0.001) and on a standardized measure of vocabulary (p = 0.04). [This paper will be published in "Journal of Learning Disabilities."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01