Impacting Student Vocabulary Outcomes through Multimedia Professional Development
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| Title: | Impacting Student Vocabulary Outcomes through Multimedia Professional Development |
|---|---|
| Language: | English |
| Authors: | Rachel L. Kunemund (ORCID |
| Source: | Journal of Special Education Technology. 2026 41(1):124-139. |
| 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: | 16 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Office of Special Education and Rehabilitative Services (OSERS) (ED) |
| Contract Number: | H327S210007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 |
| Descriptors: | Vocabulary, Evidence Based Practice, Students with Disabilities, Science Instruction, Faculty Development, Multimedia Instruction, Grade 5, Grade 6, Science Teachers, Knowledge Level, Direct Instruction |
| DOI: | 10.1177/01626434251349399 |
| ISSN: | 0162-6434 2381-3121 |
| Abstract: | As students enter upper elementary and middle school, content area vocabulary terms become more prevalent and complex. While some students can learn terms from traditional methods (e.g., lecture, textbook) students with disabilities and others who struggle need additional support. Evidence-based explicit instructional practices and multimedia can help vocabulary teaching and learning. Using a quasi-experimental design, we examined the impact of the Content Acquisition Podcast-Professional Development (CAP-PD) on teacher implementation of evidence-based vocabulary practices and vocabulary knowledge for students with and without disabilities in inclusive science classrooms. Results included a combined sample from two sister studies of n = 21 (n = 7 business as usual [BAU]) teachers and n = 1365 (n = 525) students. Treatment teachers used target practices with higher quality and quantity compared to BAU. Students, including those with disabilities, in treatment classrooms, performed better on measures of science vocabulary knowledge compared to peers in the BAU classrooms. Teacher professional development implications surrounding evidence-based vocabulary practices are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496912 |
| Database: | ERIC |
| Abstract: | As students enter upper elementary and middle school, content area vocabulary terms become more prevalent and complex. While some students can learn terms from traditional methods (e.g., lecture, textbook) students with disabilities and others who struggle need additional support. Evidence-based explicit instructional practices and multimedia can help vocabulary teaching and learning. Using a quasi-experimental design, we examined the impact of the Content Acquisition Podcast-Professional Development (CAP-PD) on teacher implementation of evidence-based vocabulary practices and vocabulary knowledge for students with and without disabilities in inclusive science classrooms. Results included a combined sample from two sister studies of n = 21 (n = 7 business as usual [BAU]) teachers and n = 1365 (n = 525) students. Treatment teachers used target practices with higher quality and quantity compared to BAU. Students, including those with disabilities, in treatment classrooms, performed better on measures of science vocabulary knowledge compared to peers in the BAU classrooms. Teacher professional development implications surrounding evidence-based vocabulary practices are discussed. |
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| ISSN: | 0162-6434 2381-3121 |
| DOI: | 10.1177/01626434251349399 |
