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Direct Vocabulary Instruction With Two 5th-Grade English-Language Learners With Language-Learning Disabilities: A Treatment Study.

Purpose: This quasi-experimental study investigated the effects of a direct vocabulary intervention program that was implemented in a typical public-school treatment setting with 2 5th graders who were English-language learners with significant language-learning disabilities. Method: The 10-week int...

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Published in:Contemporary Issues in Communication Science & Disorders Vol. 42; pp. 191 - 202
Main Authors: Green, Laura, Stockholm, Melissa, Cearley, Jennifer, Sheffield-Anderson, Lareshea
Format: research tables/charts Journal Article
Published: National Student Speech Language Hearing Association Fall2015
Online Access:View this record in EBSCOhost
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      jtl: Contemporary Issues in Communication Science & Disorders
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      dt: Fall2015
      vid: 42
      pid: 27617
      pub: National Student Speech Language Hearing Association
      place: Rockville, Maryland
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        10.1044/cicsd_42_f_191
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        atl: Direct Vocabulary Instruction With Two 5th-Grade English-Language Learners With Language-Learning Disabilities: A Treatment Study.
      aug:
        au:
          Green, Laura
          Stockholm, Melissa
          Cearley, Jennifer
          Sheffield-Anderson, Lareshea
        affil: Texas Woman's University, Denton, TX
      sug:
        subj:
          Learning Disorders Therapy
          Vocabulary
          Language Tests
          Human
          Quasi-Experimental Studies
          Female
          Age Factors
          Language
          Child
          Cultural Diversity
          Child: 6-12 years
          Female
      ab: Purpose: This quasi-experimental study investigated the effects of a direct vocabulary intervention program that was implemented in a typical public-school treatment setting with 2 5th graders who were English-language learners with significant language-learning disabilities. Method: The 10-week intervention targeted 10 words from the students' current classroom social studies unit and was characterized by the presentation of simple definitions, use of the target words in context, creation of vocabulary maps, discussion and expansion of word meanings, and written language activities. Results: Improvement was noted on both students' knowledge of the targeted words, and no change was observed on a set of untreated control words. Conclusion: These results lend preliminary support to the effectiveness of the direct vocabulary intervention approach for English-language learners with language-learning disabilities.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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