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. Attached Files Name Description MIMEType Size Downloads Title Effectiveness of computer-assisted vocabulary instruction for secondary students with mild intellectual disability Author(s) Burt, C Graham, L 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 Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Sun, 05 Jul 2020, 12:08:29 EST Mon, 06 Jul 2020, 05:00:27 EST Mon, 06 Jul 2020, 06:03:24 EST Mon, 06 Jul 2020, 08:34:57 EST Tue, 07 Jul 2020, 06:03:20 EST Fri, 10 Jul 2020, 09:30:22 EST Fri, 10 Jul 2020, 09:32:54 EST Sat, 25 Jul 2020, 02:34:11 EST Sat, 01 Aug 2020, 02:31:00 EST Wed, 28 Jul 2021, 09:43:42 EST Tue, 29 Mar 2022, 14:09:10 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 295 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Sun, 05 Jul 2020, 12:08:29 EST