What Research Says about Vocabulary Instruction for Students with Learning Disabilities

By Asha K. Jitendra, Lana Edwards, Gabriell Sacks, Lisa Anne Jacobson. 2004

229 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/59412aad2a1c47c37c19984472ded787ac513406

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In Developmental and Educational Psychology

In Safety Research

Citations in the corpus

Reading Comprehension in Adolescents with LD: What We Know; What We Need to Learn (2008, background): “Speciﬁcally, the effectiveness of vocabulary instruction yielded effect sizes of 1.48 for junior high students ( SD = .87) and 1.79 for high school students ( SD = .37; Jitendra et al., 2004).”
Constraints in the Production of Written Text in Children with Specific Language Impairments (2007, unknown): “Two dimensions, vocabulary and reading, both amenable to direct instruction (Hammill, 2004; Jitendra, Edwards, Sacks & Jacobson, 2004), accounted for a significant proportion of the variance in the children’s written outputs.”
The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary (2015, background): “Mnemonic instructional practices have 30 years of research support including a diverse set of learners and across multiple content areas supporting their use as an evidence-based technique (Forness, Kavale, Blum, & Lloyd, 1997; Jitendra et al., 2004; Mastropieri & Scruggs, 1989).”
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): “This lack of frequent exposure is a problem for all students, and even more so for students with learning difficulties (i.e., MD-only, RD-only, and MDRD) who require more exposures than typical students to master new vocabulary (Bryant et al., 2003; Jitendra et al., 2004).”
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.”