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ERIC Number: EJ920099
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: ERIC
Reference Count: 14
ISSN: ISSN-0040-0599
E-Word Wall: An Interactive Vocabulary Instruction Tool for Students with Learning Disabilities and Autism Spectrum Disorders
Narkon, Drue E.; Wells, Jenny C.; Segal, Lillian S.
TEACHING Exceptional Children, v43 n4 p38-45 Mar-Apr 2011
Vocabulary development for students with learning disability (LD) is affected by "differences in the amount of independent reading, lack of strategies to learn words from content, and diffuse word knowledge" (Jitendra, Edwards, Sacks, & Jacobson, 2004, p. 300). Generally, students with autism spectrum disorders (ASD) have relatively strong skills in responding to visual images including visual representation and/or written words. Students with ASD are more willing to engage in instruction and spend more time with reading material when they access it via a computer. One instructional tool used to provide students with ongoing visual reference to important vocabulary is a word wall. This literacy tool is highly valued in elementary grades and is also used in higher grades in a variety of ways along with effective teaching practices for vocabulary acquisition. The E-Word Wall (EWW) is an interactive, 21st-century model of a word wall. Created in PowerPoint, EWW provides the option of creating individualized, portable, engaging, manageable, and multisensory word study for students, and provides for greater individualization for those struggling with reading, spelling, and writing. This article discusses how EWW differs from traditional word walls, the advantages of using EWW, and how to construct an EWW in PowerPoint. (Contains 3 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A