A New Twist on Vocabulary Instruction for Students with Learning Disabilities in Biology

    Authors

    K. J. Grillo;L. A. Dieker

    Comments

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    Abbreviated Journal Title

    Am. Biol. Teach.

    Keywords

    Vocabulary; technology; flashcards; learning disability; SCIENCE; TEXTBOOKS; Biology; Education, Scientific Disciplines

    Abstract

    An essential element of science instruction is content literacy. In order to improve literacy specific to science, vocabulary must be addressed. As Jitendra et al. (2004) pointed out, "because learning vocabulary during independent reading is very inefficient for students with reading difficulties, vocabulary and word learning skills must be taught." We provide a summary of an investigation to improve the technology-based vocabulary of students with learning disabilities in a freshman high school biology class. The procedures for the project are provided, along with lessons learned about vocabulary instruction of students with disabilities.

    Journal Title

    American Biology Teacher

    Volume

    75

    Issue/Number

    4

    Publication Date

    1-1-2013

    Document Type

    Article

    Language

    English

    First Page

    264

    Last Page

    267

    WOS Identifier

    WOS:000324470800012

    ISSN

    0002-7685

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