Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents With LD: A UDL Approach

Autor/inn/en	Kennedy, Michael J.; Thomas, Cathy Newman; Meyer, J. Patrick; Alves, Kat D.; Lloyd, John Wills
Titel	Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents With LD: A UDL Approach
Quelle	In: Learning Disability Quarterly, 37 (2014) 2, S.71-86 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948713507262
Schlagwörter	Access to Education; Evidence; Vocabulary Development; Learning Disabilities; Social Studies; Multimedia Instruction; Handheld Devices; Audio Equipment; Instructional Design; High School Students; Measures (Individuals); Pretests Posttests; Special Education; Educational Technology; Educational Principles; Instructional Effectiveness; Cognitive Processes; Difficulty Level; Researchers; Validity; Quasiexperimental Design; Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Evidenz; Wortschatzarbeit; Learning handicap; Lernbehinderung; Gemeinschaftskunde; Multimediales Lernen; Audio-CD; Lesson concept; Lessonplan; Unterrichtsentwurf; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Messdaten; Special needs education; Sonderpädagogik; Sonderschulwesen; Unterrichtsmedien; Bildungsprinzip; Unterrichtserfolg; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Researcher; Forscher; Gültigkeit; WIAT; Eignungsprüfung; Eignungstest
Abstract	Universal Design for Learning (UDL) is a framework that is commonly used for guiding the construction and delivery of instruction intended to support all students. In this study, we used a related model to guide creation of a multimedia-based instructional tool called content acquisition podcasts (CAPs). CAPs delivered vocabulary instruction during two concurrent social studies units to 32 SWD and 109 students without disabilities. We created CAPs using a combination of evidence-based practices for vocabulary instruction, UDL, and Mayer's instructional design principles. High school students with and without learning disabilities completed weekly curriculum-based measurement (CBM) probes (vocabulary matching) over an 8-week period along with two corresponding posttests. Students were nested within sections of world history and randomly assigned to alternating treatments (CAPs and business as usual) that were administered sequentially to each group. Results revealed that students with and without disabilities made significant growth on CBMs and scored significantly higher on the posttests when taught using CAPs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10