Conceptually Based Vocabulary Intervention: Second Graders’ Development of Vocabulary Words
Copyright policy )Conceptually Based Vocabulary Intervention: Second Graders’ Development of Vocabulary Words
An instructional strategy was investigated that addressed the needs of deaf and hard of hearing students through a conceptually based sign language vocabulary intervention. A single-subject multiple-baseline design was used to determine the effects of the vocabulary intervention on word recognition, production, and comprehension. Six students took part in the 30-minute intervention over 6-8 weeks, learning 12 new vocabulary words each week by means of the three intervention components: (a) word introduction, (b) word activity (semantic mapping), and (c) practice. Results indicated that the vocabulary intervention successfully improved all students' recognition, production, and comprehension of the vocabulary words and phrases.
- Bowling Green State University United States
- University System of Ohio United States
Male, Verbal Behavior, Teaching, Education of Persons with Hearing Disabilities, Persons with Hearing Disabilities, Recognition, Psychology, Language Development, Vocabulary, Midwestern United States, Sign Language, Mainstreaming, Education, Reading, Education, Special, Humans, Female, Curriculum, Educational Measurement, Child, Comprehension, Program Evaluation
Male, Verbal Behavior, Teaching, Education of Persons with Hearing Disabilities, Persons with Hearing Disabilities, Recognition, Psychology, Language Development, Vocabulary, Midwestern United States, Sign Language, Mainstreaming, Education, Reading, Education, Special, Humans, Female, Curriculum, Educational Measurement, Child, Comprehension, Program Evaluation
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