Increasing College Entrance Testing Vocabulary for Secondary Students with High-Incidence Disabilities

Autor/inn/en	Massey, Cynthia C.; Shippen, Margarett E.; Flores, Margaret M.; Head, Cindy
Titel	Increasing College Entrance Testing Vocabulary for Secondary Students with High-Incidence Disabilities
Quelle	In: Georgia Educational Researcher, 17 (2020) 1, S.90-122, Artikel 6 (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2471-0059
Schlagwörter	College Entrance Examinations; Vocabulary; Students with Disabilities; Instructional Materials; Computer Uses in Education; Language Acquisition; Instructional Effectiveness; High School Students; Reading Tests; Grade 10; ACT Assessment; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Wortschatz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Computernutzung; Sprachaneignung; Spracherwerb; Unterrichtserfolg; High school; High schools; Oberschule; Lesetest; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This study investigated the effects of an instructional technology device, specifically, a computer-based graphic organizer, called the "Real-World Connections Vocabulary" graphic organizer (Ellis, 2015), on vocabulary acquisition for college entrance testing skills of students with high-incidence disabilities. Although graphic organizers have been studied since the 1960's, there is very little research regarding the effectiveness of computer-based graphic organizers when used with high school students with mild disabilities, and their benefit acquiring college entrance exam vocabulary knowledge, namely, the ACT exam. By means of a single-subject, multiple probe across participants design, this study demonstrated that a functional relation did exist between the tool and vocabulary acquisition for each of the three participants. Additionally, a social validity survey rendered positive results regarding its use. (As Provided).
Anmerkungen	Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: GEReditor@gmail.com; e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01