NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1022720
Record Type: Journal
Publication Date: 2014-May
Pages: 10
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-1053-4512
Beyond Word Meaning: Vocabulary Instruction for Students with Exceptional Language Needs
Spies, Tracy G.; Dema, Alexandra A.
Intervention in School and Clinic, v49 n5 p271-280 May 2014
A well-developed academic vocabulary is foundational for understanding academic texts used in elementary and secondary classrooms. In-depth word knowledge is critical to understanding the abstract concepts and complex language structures of text. Students with learning disabilities and English language learners both characteristically have limited vocabularies, thus hindering their understanding of academic texts and ultimately their mastery of content material. These students are increasingly placed in general education classrooms, and content area teachers are tasked with developing their academic vocabulary with little training. This article explores the type of in-depth word knowledge (i.e., meaning, word structure, and grammatical placement) students with learning disabilities and English language learners need in order to understand and communicate in the content area classrooms. It also provides specific strategies for classroom implementation.
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:; Web site:
Publication Type: Reports - Evaluative; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A