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Effectiveness of computer-assisted vocabulary instruction for secondary students with mild intellectual disability

Burt, C, Graham, L and Hoang, Thuong 2020, Effectiveness of computer-assisted vocabulary instruction for secondary students with mild intellectual disability, International journal of disability, development and education, pp. 1-22, doi: 10.1080/1034912x.2020.1776849.

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Title Effectiveness of computer-assisted vocabulary instruction for secondary students with mild intellectual disability
Author(s) Burt, C
Graham, L
Hoang, ThuongORCID iD for Hoang, Thuong orcid.org/0000-0001-7354-260X
Journal name International journal of disability, development and education
Start page 1
End page 22
Total pages 22
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2020
ISSN 1034-912X
1465-346X
Keyword(s) Computer-assisted instruction
intellectual disability
literacy
mild intellectual disability
multimedia learning
special education
vocabulary instruction
Social Sciences
Science & Technology
Life Sciences & Biomedicine
Education, Special
Rehabilitation
Education & Educational Research
READING-INSTRUCTION
ELEMENTARY STUDENTS
SIGHT WORDS
TEACHER
COMPREHENSION
INTERVENTION
CHILDREN
ACQUISITION
AUTISM
1ST
Summary Students with mild intellectual disabilities need explicit vocabulary instruction with multiple exposures in different contexts and extra practice in associating meanings to unfamiliar words to build their word knowledge. The purpose of this study was to examine the effect of multimedia-based computer assisted instruction on learning the meanings of words compared to the identical instruction without computers. Forty, Year 7 to 10 students were explicitly taught vocabulary words either via computer-assisted or teacher-directed instruction. The story Charlotte’s Web was used as a context through a variety of evidenced-based instructional practices. The students’ pre and post tests were based on Read’s Word Associates Format (WAF) vocabulary test. Both the groups significantly improved their scores on post tests and retained most of the new learning five-months later suggesting that a multimedia programme could be used to improve vocabulary knowledge as effectively as a teacher. However, when comparing instructional tasks using Stahl’s Depth of Processing model, there were differences that imply some instructional methods were more suited for multimedia presentation. This has implications for teacher practice regarding when to use computer-assisted instruction with students who have a mild intellectual disability.
Language eng
DOI 10.1080/1034912x.2020.1776849
Field of Research 1301 Education Systems
1303 Specialist Studies in Education
1607 Social Work
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30139667

Document type: Journal Article
Collections: Faculty of Science, Engineering and Built Environment
School of Information Technology
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Created: Sun, 05 Jul 2020, 12:08:29 EST

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