Although vocabulary plays an important role in literacy and content instruction, there is a paucity of research identifying effective methods for teaching vocabulary. One promising strategy is morphemic analysis, which involves breaking words into morphemes, the smallest meaningful parts of words, and teaching students the meanings of those parts. The current study used a multiple probe across morphemes experimental design to determine the effects of an intervention package, GO FASTER (Graphic Organizers; Flashcards Added up and Self‐graphed to Track progress; Errors Reviewed). Findings showed that with three to four instructional sessions, three high school students with high‐incidence disabilities successfully defined morphemes at a predetermined fluency rate and generalized these definitions to untaught words. Implications for practice and future research are discussed.
This column provides brief summaries of transition-related articles published in 2009 in other professional journals. The 63 articles include descriptive, experimental, and qualitative research as well as program descriptions, conceptual articles, and practitioner pieces. All areas of Kohler’s taxonomy for transition programming were addressed: family involvement, interagency collaboration, program structure, student development, and student-focused planning.
This column provides brief summaries of transition-related articles published in 2010 in other professional journals. To compile the articles, column contributors identified a list of journals, in collaboration with experts in the field of transition, and selected articles using the following criteria: (a) the topic was related to transition, as defined by the Individuals With Disabilities Education Act, and (b) if it was a research study, at least some of the participants were identified as having disabilities. The summaries are organized alphabetically by author using citation guidelines of the American Psychological Association; the following area(s) of the taxonomy for transition programming (Kohler, 1996, http://homepages.wmich.edu/~kohlerp/research/taxonomy/ Taxonomy.pdf) addressed in the article are noted in each summary: family involvement, interagency collaboration, program structure, student development, and/or studentfocused planning.A total of 33 journals were searched for this issue: American Journal
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