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

Amanda L. Helman; Mary Calhoon; Lee Kern

doi:10.1177/0731948714539769

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

Amanda L. Helman, Mary Calhoon, Lee Kern

Teaching and Learning

Research output: Contribution to journal › Article › peer-review

10 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 language	English (US)
Pages (from-to)	40-52
Number of pages	13
Journal	Learning Disability Quarterly
Volume	38
Issue number	1
DOIs	https://doi.org/10.1177/0731948714539769
State	Published - Feb 16 2015

Keywords

English language learners
reading disabilities
vocabulary

ASJC Scopus subject areas

Behavioral Neuroscience
Health Professions(all)
Education

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AB - 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.

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

Abstract

Keywords

ASJC Scopus subject areas

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