Vocabulary Instruction for Secondary Students with Reading Disabilities: An Updated Research Review

S. Jay Kuder

    Research output: Contribution to journalReview articlepeer-review

    12 Scopus citations

    Abstract

    This article presents an update and extension of the research on instructional methods for vocabulary learning by secondary-age students with learning disabilities. Seven studies that have been published since the last comprehensive review of the research were located. Four instructional methods were found to be the most effective: mnemonic instruction, learning strategies that utilized morphemic analysis, direct instruction, and multimedia instruction. In addition, peer-mediated instruction was found to be a successful approach for supporting vocabulary learning, although it was not possible to separate the effects of peer mediation from the instructional methods used. Implications for classroom practice and for future research are discussed.

    Original languageEnglish (US)
    Pages (from-to)155-164
    Number of pages10
    JournalLearning Disability Quarterly
    Volume40
    Issue number3
    DOIs
    StatePublished - Aug 1 2017

    All Science Journal Classification (ASJC) codes

    • Education
    • Health Professions(all)
    • Behavioral Neuroscience

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