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ERIC Number: EJ1072469
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: ERIC
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0040-0599
Teaching Academic Vocabulary to Adolescents with Learning Disabilities
Beach, Kristen D.; Sanchez, Victoria; Flynn, Lindsay J.; O'Connor, Rollanda E.
TEACHING Exceptional Children, v48 n1 p36-44 Sep-Oct 2015
This article describes the efforts of a U.S. History teacher to directly teach word meanings using the "robust vocabulary instruction" (RVI) approach, because research supports this method as a way to improve vocabulary knowledge for a range of students, including adolescents reading below grade level (i.e., struggling readers) and students with learning disabilities. Despite the important role that vocabulary knowledge plays in key student outcomes, many teachers allot minimal time (if any) to explicit instruction on word meanings. Explicit vocabulary instruction is necessary to improve students' academic achievement in diverse classrooms where many students are struggling readers whose word knowledge is especially limited. Taken together, the elements of the RVI approach provide a promising foundation for vocabulary instruction for struggling readers and students with disabilities. Using the modified approach to RVI outlined in this article, teachers in classrooms can improve word knowledge and access to academic texts for their diverse groups of students.
SAGE Publications. 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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A120173