Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


osu1281026667.pdf (3.73 MB)

ETD Abstract Container

Abstract Header

Traditional Instruction Versus Direct Instruction: Teaching Content Area Vocabulary Words to High School Students with Reading Disabilities

Graham Day, Kristall J.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1281026667

Abstract Details

2010, Doctor of Philosophy, Ohio State University, EDU Physical Activity and Educational Services.
Vocabulary knowledge impacts every area of reading achievement, yet important words are often not explicitly taught. There is published research to support the usage of direct instruction to teach vocabulary to younger children, but there are limited studies that have investigated the effects of direct instruction in teaching vocabulary to high school students with reading disabilities. The purpose of the current study was to compare the effects of the traditional approach (using context and the dictionary) to a direct instruction approach (REWARDS Plus scripted curriculum) when teaching science vocabulary words to high school students with reading disabilities. The study included three participants with reading disabilities in the 11th and 12th grades. An alternating treatments design counterbalanced across participants was used to compare the two methods of instruction. Traditional instruction included the methods employed in most high schools where students are asked to use the context of the sentence or a dictionary to figure out the meaning of unknown words. Direct instruction included the REWARDS Plus program, a published, scripted curriculum that utilizes explicit, systematic instruction. Data were collected on lesson assessments, maintenance assessments, generalization writing samples, and comprehension writing samples. The results of the study support the use of direct instruction for teaching content area vocabulary words for students with reading disabilities on the high school level.
Ralph Gardner, III (Advisor)
Moira Konrad (Committee Member)
Gwendolyn Cartledge (Committee Member)
150 p.
Special Education
vocabulary instruction; reading instruction for students with disabilities; high school students; direct instruction

Recommended Citations

Citations

  • Graham Day, K. J. (2010). Traditional Instruction Versus Direct Instruction: Teaching Content Area Vocabulary Words to High School Students with Reading Disabilities [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281026667

    APA Style (7th edition)

  • Graham Day, Kristall. Traditional Instruction Versus Direct Instruction: Teaching Content Area Vocabulary Words to High School Students with Reading Disabilities. 2010. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1281026667.

    MLA Style (8th edition)

  • Graham Day, Kristall. "Traditional Instruction Versus Direct Instruction: Teaching Content Area Vocabulary Words to High School Students with Reading Disabilities." Doctoral dissertation, Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281026667

    Chicago Manual of Style (17th edition)

osu1281026667
6,266
© 2010, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.