ERIC Number: EJ1094606
Record Type: Journal
Publication Date: 2016-Apr
Abstractor: As Provided
Reference Count: 31
Vocabulary Word Instruction for Students Who Read Braille
Savaiano, Mackenzie E.; Compton, Donald L.; Hatton, Deborah D.; Lloyd, Blair P.
Exceptional Children, v82 n3 p337-353 Apr 2016
The association made between the meaning, spelling, and pronunciation of a word has been shown to help children remember the meanings of words. The present study addressed whether the presence of a target word in Braille during instruction facilitated vocabulary learning more efficiently than an auditory-only instructional condition. The authors used an adapted alternating treatments single-case experimental design with three students with visual impairments who read Braille, collecting data on definition recall and spelling during each session. Data on definition recall were used to determine mastery. The results of this study are not consistent with previous findings with students who read print. Visual analyses of the data indicated that participants reached mastery in both conditions, but all three reached mastery on definition recall in fewer sessions in the auditory-only condition. Spellings of words were learned in the flashcard condition only, and possible implications of this are discussed. The difference in the unit of recognition and working memory load between reading Braille and reading print is discussed as one possible explanation.
Descriptors: Vocabulary Development, Reading Instruction, Visual Impairments, Blindness, Braille, Mastery Learning, Reading Comprehension, Definitions, Recall (Psychology), Spelling, Instructional Materials, Word Recognition, Short Term Memory, Printed Materials, Elementary School Students, Research Design, Pretesting, Interrater Reliability, Case Studies, Outcomes of Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Tennessee