Title

A New Twist On Vocabulary Instruction For Students With Learning Disabilities In Biology

Keywords

Flashcards; Learning disability.; Technology; Vocabulary

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. © 2013 by National Association of Biology Teachers.

Publication Date

4-1-2013

Publication Title

American Biology Teacher

Volume

75

Issue

4

Number of Pages

264-267

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1525/abt.2013.75.4.7

Socpus ID

84875640967 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84875640967

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