Digital Frayer Model: Supporting Vocabulary Acquisition with Technology and UDL

Autor/inn/en	Dazzeo, Robin; Rao, Kavita
Titel	Digital Frayer Model: Supporting Vocabulary Acquisition with Technology and UDL
Quelle	In: TEACHING Exceptional Children, 53 (2020) 1, S.34-42 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dazzeo, Robin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059920911951
Schlagwörter	Students with Disabilities; Learning Disabilities; Reading Comprehension; Reading Difficulties; Educational Technology; Technology Uses in Education; Vocabulary Development; Teacher Collaboration; Student Needs; Inclusion; Models; Regular and Special Education Relationship; Visual Aids; Teaching Methods; Barriers; Individualized Instruction; Individualized Education Programs + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Leseverstehen; Reading difficulty; Leseschwierigkeit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wortschatzarbeit; Lehrerkooperation; Inklusion; Analogiemodell; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Individualized education program; Individualisierendes Lernen
Abstract	Although the instructional strategy described in this article can be used to support all learners, the purpose of this article is to address the needs of students with learning disabilities, who are often several grade levels behind in reading comprehension. Specifically, this article explores how an explicitly taught instructional practice that integrates an evidence-based practice with technology impacts vocabulary acquisition for students with learning disabilities. In this article, the authors describe how technology tools in today's classrooms can provide an engaging and assistive digital spin on the Frayer model, which has been in use as a vocabulary development tool for over 50 years. In addition, this article also examines how co-teachers can collaboratively use universal design for learning (UDL) as they plan instruction in order to reduce barriers and address learner variability in an inclusive classroom setting. (ERIC).
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