This study tested the effects of an intervention which taught high school students with and without learning disabilities, in general education English classrooms, to predict word meaning using a word analysis strategy. The study randomly assigned six intact classrooms into two treatment conditions: the Word Mapping condition for learning the word analysis strategy, or the Vocabulary LINCing condition for learning a mnemonic strategy. Three other classrooms were selected as the test only control classrooms. The word mapping condition utilized the Word Map, a graphic device which prompts students through the steps of the Word Mapping Strategy. The Vocabulary LINCing Strategy group used a set of cognitive and behavioral steps that helped students memorize and recall word meanings. Students in the control condition received business as usual instruction. The study took place in a large urban school district in a Midwestern community. The sample included 230 public school students enrolled in nine ninth-grade English classes representing a wide range of socio-economic and ethnic populations. Students with disabilities and without disabilities in general education classrooms were part of the sample. The results showed that Word Mapping and Vocabulary LINCing interventions helped students learn the strategies taught and the meaning of words. Students in the Word Mapping condition predicted the meaning of significantly more words than students in the Vocabulary LINCing and control conditions.
The effects of strategic morphological analysis instruction on the vocabulary performance of secondary students with and without disabilities
Dissertation Abstracts International Section A: Humanities and Social Sciences, Vol 68(4-A).
IDEA Disability Category:
specific learning disability
opportunities to learn concepts
practice and reinforcement activities
National Reading Panel Standards:
English Language Arts:
Reading: Informational Text