Frontloading Academic Vocabulary for English Learners with Disabilities in an Integrated Classroom Setting

Autor/in	Cuba, Melissa J.
Titel	Frontloading Academic Vocabulary for English Learners with Disabilities in an Integrated Classroom Setting
Quelle	In: Intervention in School and Clinic, 55 (2020) 4, S.230-237 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cuba, Melissa J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451219855736
Schlagwörter	Academic Language; Vocabulary Development; Students with Disabilities; Direct Instruction; Instructional Effectiveness; Visual Aids; Computer Assisted Instruction; Adolescents; Instructional Materials; Culturally Relevant Education; English Language Learners; High School Students; Student Needs + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Wortschatzarbeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Anschauungsmaterial; Computer based training; Computerunterstützter Unterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lehrmaterial; Lehrmittel; Unterrichtsmedien; High school; High schools; Oberschule
Abstract	Previous research examining "frontloading" academic vocabulary establishes it as an effective instructional activity for students who are English learners. This article extends and builds from those earlier findings, showing the relevance and importance of explicit vocabulary instruction for all students identified with specialized learning needs, especially for students who are English learners with disabilities. Drawing from research-based practices as well as practitioner training to provide ideas of how to "frontload" academic terms using techniques that incorporate visuals and technology in an integrated classroom setting. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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	2022/1/01