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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 0000-0002-7126-8616), Jamie Day (ORCID 0000-0002-7271-4331), Olivia F. Coleman, Kristen Granger, Danielle Waterfield (ORCID 0009-0008-1677-3135), Suzanne McClain, Sean D. McDonald, Christine Powell, Michael J. Kennedy
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
FullText Text:
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  Data: Impacting Student Vocabulary Outcomes through Multimedia Professional Development
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  Data: <searchLink fieldCode="AR" term="%22Rachel+L%2E+Kunemund%22">Rachel L. Kunemund</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7126-8616">0000-0002-7126-8616</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jamie+Day%22">Jamie Day</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7271-4331">0000-0002-7271-4331</externalLink>)<br /><searchLink fieldCode="AR" term="%22Olivia+F%2E+Coleman%22">Olivia F. Coleman</searchLink><br /><searchLink fieldCode="AR" term="%22Kristen+Granger%22">Kristen Granger</searchLink><br /><searchLink fieldCode="AR" term="%22Danielle+Waterfield%22">Danielle Waterfield</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-1677-3135">0009-0008-1677-3135</externalLink>)<br /><searchLink fieldCode="AR" term="%22Suzanne+McClain%22">Suzanne McClain</searchLink><br /><searchLink fieldCode="AR" term="%22Sean+D%2E+McDonald%22">Sean D. McDonald</searchLink><br /><searchLink fieldCode="AR" term="%22Christine+Powell%22">Christine Powell</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+J%2E+Kennedy%22">Michael J. Kennedy</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education+Technology%22"><i>Journal of Special Education Technology</i></searchLink>. 2026 41(1):124-139.
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  Data: 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
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  Data: 16
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  Data: 2026
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  Data: Office of Special Education and Rehabilitative Services (OSERS) (ED)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink>
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  Data: 10.1177/01626434251349399
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  Data: 0162-6434<br />2381-3121
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  Label: Abstract
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  Data: 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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  Data: 2026
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  Data: EJ1496912
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        Value: 10.1177/01626434251349399
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