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Understanding the Role of Academic Vocabulary in Content Acquisition for Middle School Students With and Without Disabilities

Understanding the Role of Academic Vocabulary in Content Acquisition for Middle School Students... Vocabulary is a prominent contributor to reading comprehension. However, little is known about how students with disabilities with lower vocabulary performance respond to Tier 1 instruction, or how their vocabulary knowledge relates to their content acquisition. To examine the differential impact of Tier 1 instruction for U.S. middle school students with disabilities and to investigate the relations among academic vocabulary, content knowledge, and reading comprehension, this study analyzed data collected in previous randomized controlled trials. Findings suggest that evidence-based Tier 1 instruction targeting academic vocabulary can help eighth graders with disabilities grow as much as students without disabilities on academic vocabulary and content reading comprehension. In addition to students’ baseline performance, learning gains in academic vocabulary significantly predicted the growth of content acquisition among students with disabilities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Special Education SAGE

Understanding the Role of Academic Vocabulary in Content Acquisition for Middle School Students With and Without Disabilities

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References (31)

Publisher
SAGE
Copyright
© Hammill Institute on Disabilities 2022
ISSN
0022-4669
eISSN
1538-4764
DOI
10.1177/00224669221097944
Publisher site
See Article on Publisher Site

Abstract

Vocabulary is a prominent contributor to reading comprehension. However, little is known about how students with disabilities with lower vocabulary performance respond to Tier 1 instruction, or how their vocabulary knowledge relates to their content acquisition. To examine the differential impact of Tier 1 instruction for U.S. middle school students with disabilities and to investigate the relations among academic vocabulary, content knowledge, and reading comprehension, this study analyzed data collected in previous randomized controlled trials. Findings suggest that evidence-based Tier 1 instruction targeting academic vocabulary can help eighth graders with disabilities grow as much as students without disabilities on academic vocabulary and content reading comprehension. In addition to students’ baseline performance, learning gains in academic vocabulary significantly predicted the growth of content acquisition among students with disabilities.

Journal

The Journal of Special EducationSAGE

Published: May 1, 2023

Keywords: students with disabilities; academic vocabulary; content knowledge; reading comprehension; social studies

There are no references for this article.