Improving science vocabulary of high school English language learners with reading disabilities

Amanda L. Helman, Mary Calhoon, Lee Kern

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

This study investigated the effects of a combined contextual and morphemic analysis strategy to increase prediction and analysis of science vocabulary words by three high school (9th-10th grade) English language learners with reading disabilities. A multiple baseline across participants design was used. Students analyzed science words using the Clue Word Strategy (CWS). Dependent measures examined strategy use, morpheme and knowledge, and reading comprehension. In addition, student acceptability of the strategy was assessed. Results indicated that the CWS both increased and maintained students' proficiency in analyzing science vocabulary. In addition, students enjoyed using the CWS strategy and recommended it to peers. Implications and limitations of the findings are delineated.

Original languageEnglish (US)
Pages (from-to)40-52
Number of pages13
JournalLearning Disability Quarterly
Volume38
Issue number1
DOIs
StatePublished - Feb 16 2015

Keywords

  • English language learners
  • reading disabilities
  • vocabulary

ASJC Scopus subject areas

  • Behavioral Neuroscience
  • Health Professions(all)
  • Education

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