Date of Award

8-23-2014

Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Urban Education

Colleges & School

College Of Education And Leadership

First Advisor

Marian Graeven Peter, PhD

Library of Congress Subject Heading

Vocabulary--Study and teaching; Children with disabilities--Education; Early childhood special education

Abstract

This research study examined the effects of explicit adult guided instruction on vocabulary acquisition in preschoolers with disabilities through daily interventions and an environment in which the participants were immersed in the vocabulary. The research question guiding this study was: What are the effects of explicit adult guided instruction on vocabulary acquisition in preschoolers with disabilities? Seven children ages 3 to 4 were selected to participate in a four week intervention with 7-10 minute daily literacy interventions combined with an immersive vocabulary classroom setting that revisited the target vocabulary words. Eight vocabulary words were introduced throughout the intervention: four nouns representing animals and four verbs that corresponded to how those animals moved. Two words, one noun and one verb, were explicitly taught per week through various multimodal activities including: scientific book read aloud, videos, kinesthetic movement of the verbs, fine motor activities, and music. The results demonstrated that all participants made gains in verbal and nonverbal language use involving the eight target vocabulary words. Based on the results of the study, it is recommended that children with disabilities be given vocabulary instruction using adult guided multimodal lessons.

Rights

Open Access

OCLC Number

889632044

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1

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