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Utilizing Semantic, Mnemonic, and Strategic Approaches to Vocabulary Instruction to Promote Word Learning for Students with Learning Disabilities

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Title: Utilizing Semantic, Mnemonic, and Strategic Approaches to Vocabulary Instruction to Promote Word Learning for Students with Learning Disabilities
Language: English
Authors: Kristen D. Beach (ORCID 0000-0002-4846-0845), Victoria M. Sanchez (ORCID 0009-0000-3580-8198), Miranda S. Fitzgerald (ORCID 0000-0001-8604-399X), Erica Neal, Michelle Pazzula Jimenez
Source: Learning Disabilities Research & Practice. 2026 41(1):73-86.
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: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Vocabulary Development, Students with Disabilities, Learning Disabilities, Semantics, Mnemonics, Teaching Methods, Middle School Students, Secondary School Science, Reading Comprehension, Reading Instruction
DOI: 10.1177/09388982251392905
ISSN: 0938-8982
1540-5826
Abstract: This article provides a review and practice-based examples of three research-supported approaches to vocabulary instruction for students with learning disabilities (LD). In the first half of the article, we introduce and discuss the research bases for semantic, mnemonic, and strategic approaches to vocabulary instruction. Each approach encompasses a range of instructional activities that educators can select depending on relevant words for instruction and their instructional goals. In the last half, we use a middle-grade science passage along with vocabulary words from that passage to demonstrate how semantic, mnemonic, and strategic approaches can be emphasized or combined to promote text comprehension and vocabulary learning for children with LD.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497253
Database: ERIC
FullText Text:
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  Data: Utilizing Semantic, Mnemonic, and Strategic Approaches to Vocabulary Instruction to Promote Word Learning for Students with Learning Disabilities
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  Data: <searchLink fieldCode="AR" term="%22Kristen+D%2E+Beach%22">Kristen D. Beach</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4846-0845">0000-0002-4846-0845</externalLink>)<br /><searchLink fieldCode="AR" term="%22Victoria+M%2E+Sanchez%22">Victoria M. Sanchez</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-3580-8198">0009-0000-3580-8198</externalLink>)<br /><searchLink fieldCode="AR" term="%22Miranda+S%2E+Fitzgerald%22">Miranda S. Fitzgerald</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8604-399X">0000-0001-8604-399X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erica+Neal%22">Erica Neal</searchLink><br /><searchLink fieldCode="AR" term="%22Michelle+Pazzula+Jimenez%22">Michelle Pazzula Jimenez</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Learning+Disabilities+Research+%26+Practice%22"><i>Learning Disabilities Research & Practice</i></searchLink>. 2026 41(1):73-86.
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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: 14
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  Data: <searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22Mnemonics%22">Mnemonics</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink>
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  Data: 10.1177/09388982251392905
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  Data: This article provides a review and practice-based examples of three research-supported approaches to vocabulary instruction for students with learning disabilities (LD). In the first half of the article, we introduce and discuss the research bases for semantic, mnemonic, and strategic approaches to vocabulary instruction. Each approach encompasses a range of instructional activities that educators can select depending on relevant words for instruction and their instructional goals. In the last half, we use a middle-grade science passage along with vocabulary words from that passage to demonstrate how semantic, mnemonic, and strategic approaches can be emphasized or combined to promote text comprehension and vocabulary learning for children with LD.
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