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ERIC Number: EJ1139312
Record Type: Journal
Publication Date: 2008
Pages: 31
Abstractor: As Provided
Reference Count: 72
ISBN: N/A
ISSN: EISSN-2325-7466
The Impact of Assistive Technology on Vocabulary Acquisition of a Middle School Student with Learning Disabilities and Limited English Proficiency: A Descriptive Case Study Analysis
Gentry, James E.; Lindsey, Pam
Journal of the American Academy of Special Education Professionals, p63-93 Sum 2008
Vocabulary acquisition traditionally has been a struggle for students with special learning needs. This study involved an eleven year old fifth grade student with learning disabilities in reading and writing and limited English proficiency. Assistive technology assistance was provided from the Franklin Language Master 6000b and Microsoft's Power Point 2003. Visual representation (e.g., student drawings) was also used to aid student connections to an individual vocabulary word in the context of the text read. Best practices pedagogy (i.e., trade book use, choice, discovery, interactive learning, reciprocal teaching, and repetition) were utilized and have been framed in a lesson structure entitled, Individualized Direct Vocabulary Discovery Method with Assistive Technological Scaffolding (IDVDMATS). This case study provides readers rich descriptions of the special vocabulary learning needs of one student following the IDVDMATS approach.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 5; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Elementary Reading Attitude Survey; Flesch Reading Ease Formula; Flesch Kincaid Grade Level Formula