Vocabulary Instruction for Students with Learning Disabilities: A Review of the Research

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The Influence of Mathematics Vocabulary Instruction Embedded Within Addition Tutoring for First-Grade Students With Mathematics Difficulty (2015, background): “We also included aspects of reading vocabulary instruction deemed important in the vocabulary reviews of Bryant et al. (2003) and Jitendra et al. (2004) where multiple exposures, hands-on activities, and explicit instruction were noted as promising practices for teaching reading vocabulary.”
Evidence–Based Strategies for Reading Instruction of Older Students with Learning Disabilities (2008, background): “Direct instruction of key words can increase vocabulary knowledge and reading comprehension and may be especially effective for students with LD (Bos & Anders, 1990; Bryant, Goodwin, Bryant, & Higgins, 2003; Jitendra, Edwards, Sacks, & Jacobson, 2004).”
Differences in the Mathematics–Vocabulary Knowledge of Fifth–Grade Students with and without Learning Difficulties (2017, background): “These findings, however, were in line with previous research suggesting that students with learning difficulties generally require more exposures to, and explicit instruction in, new vocabulary terms to master them (e.g., Bryant et al., 2003; Jitendra et al., 2004).”