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ERIC Number: EJ1022857
Record Type: Journal
Publication Date: 2014-May
Pages: 16
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0731-9487
Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents With LD: A UDL Approach
Kennedy, Michael J.; Thomas, Cathy Newman; Meyer, J. Patrick; Alves, Kat D.; Lloyd, John Wills
Learning Disability Quarterly, v37 n2 p71-86 May 2014
Universal Design for Learning (UDL) is a framework that is commonly used for guiding the construction and delivery of instruction intended to support all students. In this study, we used a related model to guide creation of a multimedia-based instructional tool called content acquisition podcasts (CAPs). CAPs delivered vocabulary instruction during two concurrent social studies units to 32 SWD and 109 students without disabilities. We created CAPs using a combination of evidence-based practices for vocabulary instruction, UDL, and Mayer's instructional design principles. High school students with and without learning disabilities completed weekly curriculum-based measurement (CBM) probes (vocabulary matching) over an 8-week period along with two corresponding posttests. Students were nested within sections of world history and randomly assigned to alternating treatments (CAPs and business as usual) that were administered sequentially to each group. Results revealed that students with and without disabilities made significant growth on CBMs and scored significantly higher on the posttests when taught using CAPs.
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: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children