Continuing CHAAOS: Vocabulary Intervention for Students with Disabilities in Eighth Grade Who Are Also English Learners

Autor/inn/en	O'Connor, Rollanda E.; Sanchez, Victoria M.; Jones, Brian; Suchilt, Luisana; Youkhana, Valencia; Beach, Kristen D.
Titel	Continuing CHAAOS: Vocabulary Intervention for Students with Disabilities in Eighth Grade Who Are Also English Learners
Quelle	(2020), (37 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Students with Disabilities; Learning Disabilities; English Language Learners; Vocabulary Development; Intervention; Academic Language; Grade 8; Language Arts; Special Education; Special Education Teachers; Receptive Language; Expressive Language; Program Effectiveness; Reading Comprehension; Teaching Methods; Decoding (Reading); California; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Wortschatzarbeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; School year 08; 8. Schuljahr; Schuljahr 08; Sprachkultur; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Rezeptive Kommunikationsfähigkeit; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Dekodierung; Kalifornien
Abstract	Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English Learners (EL). This research explored the effects of the third year of the CHAAOS (Creating Habits that Accelerate the Academic Language of Students) vocabulary intervention for eighth grade students who received English Language Arts (ELA) in special education classes. Over 70% of student participants had LD and over half were EL. Special education teachers delivered 12 weeks of intervention spaced across seven months to 36 students. Researchers compared outcomes on receptive and expressive measures with 17 students in business-as-usual (BAU) special education ELA. Students receiving CHAAOS intervention learned the 48 taught words better than students in BAU conditions, retained their knowledge of words four weeks following the close of the intervention, and ended the year with higher vocabulary scores on a standardized measure than students in BAU classes. Students who were EL performed similarly on receptive knowledge of words to students who were native English speakers. This study documents the effectiveness of explicit vocabulary routines for students who have LD and are also EL. [This paper will be published in "Learning Disability Quarterly."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01