27th Annual Student Research Conference
Vocabulary Interventions for Students with LD: Literature Review and Synthesis
Sarah N. Moutray
Dr. Lisa Goran, Faculty Mentor
This article is a review of published studies that focus on vocabulary interventions for students with a learning disability (LD). This study is an extension of the work of Bryant, et al. (2003) and Jitendra, et al. (2004). The purpose of this review was to gather studies written between 2001 and 2013, and sort them by intervention types. Each intervention was summarized and analyzed to provide implications for future vocabulary instruction. Interventions were classified into three of the four categories used by Bryant and colleagues: computer-assisted instruction, fluency-building vocabulary practice activities, and mnemonic strategy instruction (no interventions found fit into the fourth category of concept enhancement instruction). Five intervention studies fit the selection criteria and were included in this review. Overall, vocabulary interventions were revealed to be most effective when presented to students in small amounts over time, supporting the idea of implementing vocabulary lessons within the classroom.
Keywords: vocabulary interventions, learning disabilites, vocabulary instruction, language, students with LD, evidence based practices
Topic(s):Education
Special Education
Presentation Type: Poster
Session: 7-1
Location: GEO - SUB
Time: 3:30