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Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School.

  • Author(s): O'Connor, Rollanda E
  • Sanchez, Victoria M
  • Jones, Brian T
  • Suchlit, Luisana
  • Youkhanna, Valencia
  • Beach, Kristen D
  • Widaman, Keith
  • et al.
Abstract

In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p < .001) and on a standardized measure of vocabulary (p = .04).

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