Improving Academic Vocabulary for Adolescent Students with Disabilities: A Replication Study

Autor/inn/en	Sanchez, Victoria M.; O'Connor, Rollanda E.
Titel	Improving Academic Vocabulary for Adolescent Students with Disabilities: A Replication Study
Quelle	In: Remedial and Special Education, 43 (2022) 2, S.87-97 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325211016048
Schlagwörter	Academic Language; Vocabulary Development; Intervention; Middle School Students; Students with Disabilities; Grade 6; Special Education; Language Arts; Program Effectiveness; Reading Comprehension; Teaching Methods; Knowledge Level; California (Los Angeles) + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Wortschatzarbeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; School year 06; 6. Schuljahr; Schuljahr 06; Special needs education; Sonderpädagogik; Sonderschulwesen; Sprachkultur; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis
Abstract	Creating Habits That Accelerate the Academic Language of Students (CHAAOS) is a vocabulary intervention developed by O'Connor et al. to improve the academic vocabulary of middle school students with disabilities. This study was designed as a replication of O'Connor et al.'s study; CHAAOS lessons were taught to 33 sixth graders who received special education services for disabilities in English/Language Arts classes. Researcher-designed vocabulary and comprehension assessments for the taught words were administered pre- and post-instruction. The performance of students in this study was compared with the performance of students in O'Connor et al.'s study. Results demonstrated that the present students made similar gains in vocabulary and comprehension compared with the previous CHAAOS students and scored significantly higher than the previous comparison students who did not receive any instruction on the words. These findings support the use of CHAAOS for improving the academic vocabulary of students with disabilities. (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