NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1148114
Record Type: Journal
Publication Date: 2017-Aug
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-9487
EISSN: N/A
Vocabulary Instruction for Secondary Students with Reading Disabilities: An Updated Research Review
Kuder, S. Jay
Learning Disability Quarterly, v40 n3 p155-164 Aug 2017
This article presents an update and extension of the research on instructional methods for vocabulary learning by secondary-age students with learning disabilities. Seven studies that have been published since the last comprehensive review of the research were located. Four instructional methods were found to be the most effective: mnemonic instruction, learning strategies that utilized morphemic analysis, direct instruction, and multimedia instruction. In addition, peer-mediated instruction was found to be a successful approach for supporting vocabulary learning, although it was not possible to separate the effects of peer mediation from the instructional methods used. Implications for classroom practice and for future research are discussed.
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: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A