Date Approved

6-8-2017

Embargo Period

6-8-2017

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Accardo, Amy

Second Advisor

Kuder, Sydney J.

Subject(s)

Learning disabled teenagers--Education; Science--Study and teaching

Disciplines

Science and Mathematics Education | Special Education and Teaching

Abstract

Effective approaches for teaching vocabulary to various populations of learners is a topic of current research (Barr, Eslami, & Malatesha, 2012) yet little research is dedicated to students with learning disabilities in the science classroom. Within this study the interactive word wall was used as a tool to build vocabulary and to encourage usage of new subject-specific terminology. The experiment utilized quasi-experimental pre-post test comparison group design using interrupted time-series (Johnson & Christiensen, 2007) due to the inability to randomize participants and establish a clear control group. The data was collected across four units of terminology and with a student satisfaction survey. Students reported at least seventy percent satisfaction with the use of Interactive Word Walls and demonstrated some performance increase in both vocabulary retention and reading comprehension when utilizing Interactive Word Walls.

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