Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms

Autor/inn/en	Peeples, Katherine N.; Kroesch, Allison M.; VanUitert, Victoria J.
Titel	Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms
Quelle	In: Learning Disabilities Research & Practice, 38 (2023) 2, S.129-143 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peeples, Katherine N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12303
Schlagwörter	Middle School Students; Learning Disabilities; Students with Disabilities; Mathematics Instruction; Vocabulary Development; Vocabulary Skills; Direct Instruction; Feedback (Response); Intervention; Middle School Teachers; Mathematics Teachers; Coaching (Performance); Inservice Teacher Education; Teacher Improvement + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Learning handicap; Lernbehinderung; Disability; Disabilities; Studentin; Behinderung; Mathematics lessons; Mathematikunterricht; Wortschatzarbeit; Aktiver Wortschatz; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerfortbildung
Abstract	Middle school students with learning disabilities often struggle with reading and literacy skills, including vocabulary, and require support in content-area classes such as mathematics where weak vocabulary knowledge can negatively affect learning, achievement, and deep understanding. However, in general, middle school mathematics teachers do not receive training in literacy instruction, much less in explicit vocabulary instruction. Additionally, relatively few studies have examined content-area vocabulary instruction at the middle or secondary school level. This study addressed these gaps in the research by examining the effect of a performance feedback and coaching intervention on middle school mathematics teachers' use of explicit mathematics vocabulary instruction. Results of the study indicate that performance feedback and coaching had moderately positive effects on teachers' use and quality of explicit mathematics vocabulary instruction. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01