Vocabulary Instruction for Secondary Students With Reading Disabilities: An Updated Research Review

Abstract

This article presents an update and extension of the research on instructional methods for vocabulary learning by secondaryage students with learning disabilities. Seven studies that have been published since the last comprehensive review of the research were located. Four instructional methods were found to be the most effective: mnemonic instruction, learning strategies that utilized morphemic analysis, direct instruction, and multimedia instruction. In addition, peer-mediated instruction was found to be a successful approach for supporting vocabulary learning, although it was not possible to separate the effects of peer mediation from the instructional methods used. Implications for classroom practice and for future research are discussed.

Increasing College Entrance Testing Vocabulary for Secondary Students with High-Incidence Disabilities

“…The overall question this study answered was, in this modern age of technology, can this technique be used most effectively to tackle this ongoing problem? As computers are becoming more commonplace in the classroom, the true question becomes are they effective and do they positively impact student learning (Kennedy et al, 2014;Kuder, 2017). As secondary teachers become more dependent upon their usefulness, research at this level is needed to verify their strengths, and this study supports this.…”

“…This evidence demonstrates that despite educators' best efforts, there is a continued need to target vocabulary, leading to improved reading comprehension instruction, especially at the secondary level (Bryant, Goodwin, Bryant, & Higgins, 2003). In fact, Kuder (2017) most recently states that a review of the current literature shows that of the five most common types of intervention, (fluency, word study, vocabulary, comprehension, multi-component methods), vocabulary instruction produces the largest effect size (1.62) thus indicating improvement in this isolated skill continues to be critical area for instruction. Vaughn et al (2015) states that as students' age, vocabulary knowledge and reading difficulties become compounded.…”

“…One such tool, the graphic organizer, was first identified in 1963 by Dr. David Ausubel as a means of increasing students' knowledge by building on their current understanding and presenting new information through well-organized, visual models (Dexter & Hughes, 2011;Singleton & Filce, 2015). These models allow students to better understand content which, therefore, make them highly effective in improving the reading comprehension of students with disabilities (Gajria, Jitendra, Sood, & Sacks, 2007;Kuder, 2017;Watson, Gable, Geer, & Hughes, 2012). As students enter secondary grades, learning becomes more dependent upon their ability to grasp informationdriven text that contains subject-specific, technical vocabulary which, as already established, can be a challenge for students with disabilities and may ultimately lead to students being less prepared as they enter the work force (Gajria, Jitendra, Sood, & Sacks, 2007, Kuder, 2017, Leko, Alzahrani, & Handy, 2019.…”

“…These models allow students to better understand content which, therefore, make them highly effective in improving the reading comprehension of students with disabilities (Gajria, Jitendra, Sood, & Sacks, 2007;Kuder, 2017;Watson, Gable, Geer, & Hughes, 2012). As students enter secondary grades, learning becomes more dependent upon their ability to grasp informationdriven text that contains subject-specific, technical vocabulary which, as already established, can be a challenge for students with disabilities and may ultimately lead to students being less prepared as they enter the work force (Gajria, Jitendra, Sood, & Sacks, 2007, Kuder, 2017, Leko, Alzahrani, & Handy, 2019. The use of graphic organizers can aide instructors as they motivate students to forge through this oft-times, muddy content.…”

“…Even though the Every Student Succeeds Act of 2015 and the Individuals with Disabilities Education Improvement Act of 2004 both mandate improving efforts for students with disabilities as well as the consideration and appropriate inclusions of effective use of technology, there is very little research to support this combined effort (Kennedy et al, 2014;Kuder, 2017, Lombardi et al, 2017. According to a recent meta-analysis of the literature on this topic by Ciullo and Reutebuch (2013), twelve studies met both criteria and of those, and only eight of the twelve centered on students eligible for services under the category of specific learning disabilities in secondary schools (grades 6-12) albeit, these eight did render positive results.…”