Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies

Abstract

The purpose of this study was to synthesize the effectiveness of computer-assisted instruction (CAI) studies aiming to increase vocabulary for students with disabilities in an effort to identify what type of CAI is promising for practice. An extensive search process with inclusion and exclusion criteria yielded a total of 13 single-subject design studies to be included in the present study. Effect sizes were calculated using a percentage of nonoverlapping data (PND). We also analysed instructional features (e.g., visual supports, auditory supports, font/color selection, and corrective and interactive feedback) from the studies that examined effective instructional design features of CAI. Results indicated (a) the highest PND mean was for secondary school-aged learners with disabilities; (b) both tablet-assisted instructions and nontablet-assisted instruction produced high PND (i.e., highly effective); and (c) although the majority of selected studies included visual and auditory supports in CAI for vocabulary, none of the studies provided opportunities for customization (e.g., student selection of colors and fonts). On the basis of the findings, implications for future research and practice are discussed.

Teachers’ Beliefs About Effective Foreign Language Teaching of Students With Intellectual Disability in a Greek Efl Context

“…More specifically, by examining the way teachers use digital technology we notice that the majority of the sample (n=9) considers computers especially effective for producing and presenting audiovisual material. This finding is consistent with Rezabala and Holguin (2020), Mize et al (2018), Noori and Farvardin (2016) who conclude that using computers to produce and present audiovisual material in indeed an effective method for teaching EFL to students to ID, especially for vocabulary teaching. Similarly, Munir et al (2018) noted that the use of audiovisual material improved the reading ability and memorization skills of students with ID.…”

Tools and Teaching Strategies for Vocabulary Assessment and Instruction: A Review

“…The appealing aspect of digital technologies makes it possible to (re)motivate these students. Indeed, recently, Mize et al (2018) have shown that visual and auditory support (image, visual animations and graphics) have a positive effect on the learning outcome for children with learning disabilities. In addition, the fact that digital programs provide individualized training, respect individual learning speeds and give non-judgmental and systematic feedback, can enable students who have dropped out to regain self-confidence and re-engage in learning processes (Lynch et al, 2000).…”

Comparing Two Established Multimedia Approaches for Teaching Vocabulary to Students with and Without Disabilities

“…Recent technology-based vocabulary interventions have yielded significant student outcomes, especially on proximal measures of student performance across grade levels and settings (Kuder, 2017; Mize et al, 2018). Literature surrounding technology-based vocabulary programs illustrates emerging trends that present these interventions as potentially useful options for serving the needs of students with (SWD’s) and without disabilities (SWOD’s).…”

“…For instance, technology tools that (a) integrate evidence-based practices within their designs and (b) use innovative components are generally associated with positive literacy gains (Cheung & Slavin, 2013). These innovative applications frequently include intentional use of multimedia (Mize et al, 2018), game-like atmospheres (Chen et al, 2018), and interactive features (VanUitert et al, 2020); yet, more empirical studies are needed with different technologies and populations.…”