The Effects of Direct Instruction of Vocabulary on High School Special Education Students' Reading Comprehension PDF Download
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Author: Rachel B. Storey
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 73
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Book Description
This study focused on improving the reading comprehension levels of high school special education students through direct instruction of academic level vocabulary. This study was designed for eight special education students, attending a Midwestern public school who were considered special education. The intervention was conducted over a two week period for twenty five minute every other day using a vocabulary graphic organizer. Data measured the students' ability to answer implicit and explicit questions about text with and without look backs to the text. The students did not demonstrate a significant gain in reading comprehension skills after the vocabulary intervention.
Author: Rachel B. Storey
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 73
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Book Description
This study focused on improving the reading comprehension levels of high school special education students through direct instruction of academic level vocabulary. This study was designed for eight special education students, attending a Midwestern public school who were considered special education. The intervention was conducted over a two week period for twenty five minute every other day using a vocabulary graphic organizer. Data measured the students' ability to answer implicit and explicit questions about text with and without look backs to the text. The students did not demonstrate a significant gain in reading comprehension skills after the vocabulary intervention.
Author: Edward J. Kame'enui
Publisher: Guilford Press
ISBN: 1462504000
Category : Language Arts & Disciplines
Languages : en
Pages : 370
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Book Description
This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Author: Kristall J. Graham Day
Publisher:
ISBN:
Category :
Languages : en
Pages : 105
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Book Description
Abstract: Vocabulary knowledge impacts every area of reading achievement, yet important words are often not explicitly taught. There is published research to support the usage of direct instruction to teach vocabulary to younger children, but there are limited studies that have investigated the effects of direct instruction in teaching vocabulary to high school students with reading disabilities. The purpose of the current study was to compare the effects of the traditional approach (using context and the dictionary) to a direct instruction approach (REWARDS Plus scripted curriculum) when teaching science vocabulary words to high school students with reading disabilities. The study included three participants with reading disabilities in the 11th and 12th grades. An alternating treatments design counterbalanced across participants was used to compare the two methods of instruction. Traditional instruction included the methods employed in most high schools where students are asked to use the context of the sentence or a dictionary to figure out the meaning of unknown words. Direct instruction included the REWARDS Plus program, a published, scripted curriculum that utilizes explicit, systematic instruction. Data were collected on lesson assessments, maintenance assessments, generalization writing samples, and comprehension writing samples. The results of the study support the use of direct instruction for teaching content area vocabulary words for students with reading disabilities on the high school level.
Author: M. David Rowe
Publisher:
ISBN:
Category :
Languages : en
Pages : 107
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Book Description
Author: Richard J. Morris
Publisher: Routledge
ISBN: 1135925143
Category : Education
Languages : en
Pages : 436
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Book Description
This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section – a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.
Author: Siegfried Engelmann
Publisher:
ISBN:
Category : English language
Languages : en
Pages :
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Book Description
Author: Eva A. Sparacio
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 98
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Book Description
Author: Deborah C. Simmons
Publisher: Routledge
ISBN: 1135686505
Category : Education
Languages : en
Pages : 404
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Book Description
The purpose of this book is to communicate findings of a research synthesis investigating the bases of reading failure and the curricular and instructional basics to help guide the design and advancement of children's reading performance. The synthesis--completed by the National Center to Improve the Tools of Educators (NCITE) and sponsored by the U.S. Department of Education's Office of Special Education Programs--was conducted as part of NCITE's mission to improve the quality of educational tools that largely shape practice in American schools.
Author: Renee S. Moldenhauer
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 130
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Book Description
The purpose of this study was to determine if utilizing a four square vocabulary box when presented with difficult science text would improve student reading comprehension. Three high school students who receive special education services participated in the eight week study. Participants received explicit instruction from the author on how to use a four square vocabulary box when reading expository text. In addition, participants were presented with an overview of lesson objectives, background knowledge was introduced, comprehension of text was assessed, and vocabulary was reviewed. Pretest and posttests were given to indicate if the use of a four square vocabulary box would increase student reading comprehension. Results indicated student reading levels did not increase. This study raises the question about ways to instruct students with disabilities on how to understand difficult vocabulary found in expository text and if more practice time is needed for students to improve reading comprehension.
Author: Thomas W. Farmer
Publisher: Taylor & Francis
ISBN: 1000579824
Category : Education
Languages : en
Pages : 387
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Book Description
Divided into two volumes, Handbook of Special Education Research provides a comprehensive overview of critical issues in special education research. This first volume addresses key topics in theory, methods, and development, exploring how these three domains interconnect to build effective special education research. Each chapter features considerations for future research and implications for fostering continuous improvement and innovation. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.
