The Effects of a Multicomponent Storytelling Intervention on the Vocabulary Recognition of Struggling English as a Foreign Language Learners with Learning Disabilities

Autor/inn/en	Barwasser, Anne; Knaak, Turid; Grünke, Matthias
Titel	The Effects of a Multicomponent Storytelling Intervention on the Vocabulary Recognition of Struggling English as a Foreign Language Learners with Learning Disabilities
Quelle	In: Insights into Learning Disabilities, 17 (2020) 1, S.35-53 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-1212
Schlagwörter	Story Telling; Intervention; Vocabulary Development; English (Second Language); Second Language Learning; Learning Disabilities; Instructional Effectiveness; Instructional Materials; Rewards; Student Motivation; Secondary School Students; Direct Instruction; Grade 7; Foreign Countries; Self Evaluation (Individuals); Progress Monitoring; Graphs; Germany + Suchen Sie Ihr Suchwort? Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Learning handicap; Lernbehinderung; Unterrichtserfolg; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Reward; Belohnung; Schulische Motivation; Sekundarschüler; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Grafische Darstellung; Deutschland
Abstract	In a globalized world, the ability to speak English has become increasingly significant. A large number of students who are learning English as foreign language face obstacles in acquiring and storing vocabulary. Children with learning disabilities are especially at risk because of a limited power of retention and motivational struggles. Having an adequate number of words stored in the mental lexicon facilitates the process of language learning and is essential to develop literacy in English as a foreign language. The purpose of this single-case study was to evaluate the effectiveness of a storytelling intervention combined with flashcards and a rewarding procedure in four secondary students with learning disabilities. All of them showed tremendous increases in their performance upon the onset of the training. Visual analysis, effect sizes, and a piecewise regression analysis indicated that the treatment was successful. In addition, a follow-up measurement spoke to the assumption that treatment gains do not immediately drop as soon as the intervention is terminated. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01