Clues: Using Generative Strategies to Improve the Science Vocabulary of Secondary English Learners with Reading Disabilities

Autor/inn/en	Helman, Amanda; Dennis, Minyi Shih; Kern, Lee
Titel	Clues: Using Generative Strategies to Improve the Science Vocabulary of Secondary English Learners with Reading Disabilities
Quelle	In: Learning Disability Quarterly, 45 (2022) 1, S.19-31 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720929005
Schlagwörter	Vocabulary Development; English Language Learners; Reading Difficulties; Biology; Science Education; Achievement Tests; Academic Achievement; English (Second Language); Second Language Learning; Second Language Instruction; Pretests Posttests; Language Tests; Morphemes; Generalization; Intervention; Interrater Reliability; Academic Language; Teaching Methods; Greek; Latin; Secondary School Students + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Reading difficulty; Leseschwierigkeit; Biologie; Naturwissenschaftliche Bildung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Morphem; Interrater-Reliabilität; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Grieche; Griechisch; Latein; Sekundarschüler
Abstract	English learners (ELs) with reading disabilities (RDs) have been among the lowest performers on academic achievement tests that assess vocabulary. To meet academic demands and prepare for college or careers, ELs with RDs clearly need support in terms of vocabulary acquisition; however, relevant research is scarce. This study investigated the effects of the CLUES strategy, a generative vocabulary strategy, on the ability of students to analyze and define unknown science terms relating to biology. The study further evaluated students' ability to maintain vocabulary gains over time and to generalize the CLUES strategy. The results showed that participants benefited from the use of the CLUES approach to define novel science terms and maintain their ability to use this strategy over time. The participants themselves generally expressed satisfaction with the CLUES strategy and recommended it to their peers. (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	2024/1/01