Vocabulary Acquisition by Multilingual Students with Extensive Support Needs during Shared Reading
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| Title: | Vocabulary Acquisition by Multilingual Students with Extensive Support Needs during Shared Reading |
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| Language: | English |
| Authors: | Frates, Adriana (ORCID |
| Source: | Research and Practice for Persons with Severe Disabilities. Sep 2022 47(3):137-154. |
| Availability: | SAGE Publications. 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: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | H325D180029 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Multilingualism, Special Needs Students, Reading Aloud to Others, Vocabulary Development, Sight Method, Spanish Speaking, English (Second Language), Second Language Learning, Intellectual Disability, Grade 6 |
| DOI: | 10.1177/15407969221113590 |
| ISSN: | 1540-7969 2169-2408 |
| Abstract: | The current study examined the effects of a shared reading instructional package on the receptive identification of English sight vocabulary in multilingual learner students with extensive support needs. Two participants received the intervention, one in a face-to-face format and one in a videoconferencing format (due to the COVID-19 pandemic). To establish experimental control, the researchers used a multiple probe design with conditions across word sets and replicated across participants. Results showed both students met criterion on word sets as a result of the intervention. Considerations in interpreting the results for classroom implementation and future research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1349184 |
| Database: | ERIC |
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| Abstract: | The current study examined the effects of a shared reading instructional package on the receptive identification of English sight vocabulary in multilingual learner students with extensive support needs. Two participants received the intervention, one in a face-to-face format and one in a videoconferencing format (due to the COVID-19 pandemic). To establish experimental control, the researchers used a multiple probe design with conditions across word sets and replicated across participants. Results showed both students met criterion on word sets as a result of the intervention. Considerations in interpreting the results for classroom implementation and future research are discussed. |
|---|---|
| ISSN: | 1540-7969 2169-2408 |
| DOI: | 10.1177/15407969221113590 |
