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ERIC Number: EJ797664
Record Type: Journal
Publication Date: 2007
Pages: 25
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-1937-6928
Vocabulary Instruction for Middle School Students with Learning Disabilities: A Comparison of Two Instructional Models
Fore, Cecil, III; Boon, Richard T.; Lowrie, Kathryn
Learning Disabilities: A Contemporary Journal, v5 n2 p49-73 2007
This study compared the effects of two types of instruction on the learning of content-area vocabulary words of six middle school students with learning disabilities. A multiple-baseline design across participants was used to evaluate the effectiveness of the two instructional models (i.e., definition and concept model) on the percent of vocabulary questions answered correctly. During the intervention condition, the concept model was implemented as the independent variable and compared with the definition model, the baseline. The concept model utilized a diagram encompassing the vocabulary word, the definition and characteristics, and examples and non-examples. In contrast, the definition model, which is more traditionally used by teachers, involved the students looking up and writing down the definitions of words and writing each word in a sentence. The dependent measure was the percent of vocabulary questions answered correctly after instruction, which indicated the degree of learning. Results showed that the concept model had a greater effect upon the learning of content-area vocabulary words than the definition model for all six of the students with learning disabilities. Limitations of the study, implications for teaching vocabulary instruction for classroom teachers, and future research questions are also discussed. (Contains 3 tables and 3 figures.)
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A