Vocabulary Word Instruction for Students Who Read Braille

Autor/inn/en	Savaiano, Mackenzie E.; Compton, Donald L.; Hatton, Deborah D.; Lloyd, Blair P.
Titel	Vocabulary Word Instruction for Students Who Read Braille
Quelle	In: Exceptional Children, 82 (2016) 3, S.337-353 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402915598774
Schlagwörter	Vocabulary Development; Reading Instruction; Visual Impairments; Blindness; Braille; Mastery Learning; Reading Comprehension; Definitions; Recall (Psychology); Spelling; Instructional Materials; Word Recognition; Short Term Memory; Printed Materials; Elementary School Students; Research Design; Pretesting; Interrater Reliability; Case Studies; Outcomes of Education; Tennessee + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Leseunterricht; Visual handicap; Sehbehinderung; Blindheit; Leseverstehen; Begriffsbestimmung; Abberufung; Schreibweise; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Worterkennung; Kurzzeitgedächtnis; Forschungsdesign; Vortest; Interrater-Reliabilität; Case study; Fallstudie; Case Study; Lernleistung; Schulerfolg
Abstract	The association made between the meaning, spelling, and pronunciation of a word has been shown to help children remember the meanings of words. The present study addressed whether the presence of a target word in Braille during instruction facilitated vocabulary learning more efficiently than an auditory-only instructional condition. The authors used an adapted alternating treatments single-case experimental design with three students with visual impairments who read Braille, collecting data on definition recall and spelling during each session. Data on definition recall were used to determine mastery. The results of this study are not consistent with previous findings with students who read print. Visual analyses of the data indicated that participants reached mastery in both conditions, but all three reached mastery on definition recall in fewer sessions in the auditory-only condition. Spellings of words were learned in the flashcard condition only, and possible implications of this are discussed. The difference in the unit of recognition and working memory load between reading Braille and reading print is discussed as one possible explanation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01