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ERIC Number: EJ1001495
Record Type: Journal
Publication Date: 2012-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-1547-1888
Comparative Effects of Spanish and English Vocabulary Instruction for English Language Learners with Moderate Intellectual Disability
Rivera, Christopher J.; Wood, Charles L.; Spooner, Fred
Multiple Voices for Ethnically Diverse Exceptional Learners, v13 n1 p42-55 Sep 2012
Schools across the country are inadequately prepared to meet the educational needs of English language learners (ELLs), much less the needs of ELLs who also have an intellectual disability (ID). In this exploratory study, three Mexican American elementary students with moderate ID were given vocabulary word instruction in English and Spanish using an alternating treatments design, and the effects of the number of words correctly identified per instructional strategy were measured. Two of the students acquired a greater number of English vocabulary words in the Spanish model-lead test intervention. Vocabulary scores increased for the third student under both conditions, but there was no differential advantage by language. Implications for future research and practice related to instructional strategies for this population are discussed. (Contains 2 figures.)
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://ddelcec.org/Publications.php
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A