View in EDS PDF Full Text

What We Have Here is a Failure to Symbolate: A Comparison of K-5 Academic Vocabulary and Symbols

Saved in:
Bibliographic Details
Title: What We Have Here is a Failure to Symbolate: A Comparison of K-5 Academic Vocabulary and Symbols
Language: English
Authors: Andrew J. Wojcik, Alison King, Delanie Amend, Donna Gilles, Audrey Martin, Kristina Keithley, Chloe Weaver
Source: Education and Training in Autism and Developmental Disabilities. 2024 59(2):190-199.
Availability: Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Grade 2
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Vocabulary Development, Augmentative and Alternative Communication, Students with Disabilities, Developmental Disabilities, Naming, Pictorial Stimuli, Technology Uses in Education, Computer Software Evaluation, Kindergarten, Grade 2, Elementary School Curriculum, Grade 5, Instructional Material Evaluation, Symbolic Language, Barriers, Inclusion
ISSN: 2154-1647
Abstract: The general education classroom is filled with academic vocabulary, and individuals with developmental disabilities benefit from explicit vocabulary instruction (Browder et al., 2008; Marzano, 2020; Smith et al., 2013). Picture-based alternative and augmentative communication (AAC) can encourage academic skills development (Ahlgrim-Dehzel et al., 2016; Boruta & Bidstrup, 2012; Geist & Erickson, 2021; Yorke et al., 2018). However, the corpus of picture vocabulary used in AAC devices is limited and requires educators to customize each device so that the individual can communicate effectively (Geist & Erickson, 2021). When students require extensive modifications and support in academic environments, they are, unfortunately, more likely to be segregated (Agran et al., 2020; Kleinert, 2020). Potentially, AAC device use could be more effectively implemented if the academic vocabulary available on the software aligned with the vocabulary used in the general education classroom. In this study, we compared the corpus of picture vocabulary from two commercially available and commonly used publishers. Specifically, we compared the availability of Marzano's (2020)core academic vocabulary to the symbols found in Boardmaker®7.0 and SymbolStix PrimeTM. Results showed90% alignment with kindergarten vocabulary decreasing in all subjects beginning in Grade 2. We noted that vocabulary alignment was most significant in the mathematics and science classes, with approximately 60 to70% of the words available by Grade 5. We also noted that the availability of vocabulary decreased to less than 50% by Grade 5 for both English language arts and social science.
Abstractor: As Provided
Entry Date: 2024
Access URL: https://daddcec.com/publications/etadd
Accession Number: EJ1424795
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwF1Vks-RCxhHO1kC9YH2fOtAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDOGx9nADApHBGybXDQIBEICBm1ypwhI-9UnRrPK-qedfUn6yQItB4G5RmjhazYw9m2_6hjYsnOYHJYdXxxgWp-cMq-Um5HDbRLlJGLFaS1zp0fT39v_ov8P_BO5tHQbqZhZOy_vgz5y1LvDlniN2Lu7q7Ys0nrbG0jInJ9Z5pXPB7WWFmGZrgC3hKMdjbst_jEpH0A6TaCqjy7rANkH5dYmjOqkZ7UnmpAGxM3I9
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1424795
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: What We Have Here is a Failure to Symbolate: A Comparison of K-5 Academic Vocabulary and Symbols
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Andrew+J%2E+Wojcik%22">Andrew J. Wojcik</searchLink><br /><searchLink fieldCode="AR" term="%22Alison+King%22">Alison King</searchLink><br /><searchLink fieldCode="AR" term="%22Delanie+Amend%22">Delanie Amend</searchLink><br /><searchLink fieldCode="AR" term="%22Donna+Gilles%22">Donna Gilles</searchLink><br /><searchLink fieldCode="AR" term="%22Audrey+Martin%22">Audrey Martin</searchLink><br /><searchLink fieldCode="AR" term="%22Kristina+Keithley%22">Kristina Keithley</searchLink><br /><searchLink fieldCode="AR" term="%22Chloe+Weaver%22">Chloe Weaver</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+and+Training+in+Autism+and+Developmental+Disabilities%22"><i>Education and Training in Autism and Developmental Disabilities</i></searchLink>. 2024 59(2):190-199.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Augmentative+and+Alternative+Communication%22">Augmentative and Alternative Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Disabilities%22">Developmental Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Naming%22">Naming</searchLink><br /><searchLink fieldCode="DE" term="%22Pictorial+Stimuli%22">Pictorial Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software+Evaluation%22">Computer Software Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Curriculum%22">Elementary School Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Material+Evaluation%22">Instructional Material Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Symbolic+Language%22">Symbolic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2154-1647
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The general education classroom is filled with academic vocabulary, and individuals with developmental disabilities benefit from explicit vocabulary instruction (Browder et al., 2008; Marzano, 2020; Smith et al., 2013). Picture-based alternative and augmentative communication (AAC) can encourage academic skills development (Ahlgrim-Dehzel et al., 2016; Boruta & Bidstrup, 2012; Geist & Erickson, 2021; Yorke et al., 2018). However, the corpus of picture vocabulary used in AAC devices is limited and requires educators to customize each device so that the individual can communicate effectively (Geist & Erickson, 2021). When students require extensive modifications and support in academic environments, they are, unfortunately, more likely to be segregated (Agran et al., 2020; Kleinert, 2020). Potentially, AAC device use could be more effectively implemented if the academic vocabulary available on the software aligned with the vocabulary used in the general education classroom. In this study, we compared the corpus of picture vocabulary from two commercially available and commonly used publishers. Specifically, we compared the availability of Marzano's (2020)core academic vocabulary to the symbols found in Boardmaker®7.0 and SymbolStix PrimeTM. Results showed90% alignment with kindergarten vocabulary decreasing in all subjects beginning in Grade 2. We noted that vocabulary alignment was most significant in the mathematics and science classes, with approximately 60 to70% of the words available by Grade 5. We also noted that the availability of vocabulary decreased to less than 50% by Grade 5 for both English language arts and social science.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://daddcec.com/publications/etadd" linkWindow="_blank">https://daddcec.com/publications/etadd</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1424795
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1424795
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 190
    Subjects:
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Augmentative and Alternative Communication
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Developmental Disabilities
        Type: general
      – SubjectFull: Naming
        Type: general
      – SubjectFull: Pictorial Stimuli
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Computer Software Evaluation
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Elementary School Curriculum
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Instructional Material Evaluation
        Type: general
      – SubjectFull: Symbolic Language
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Inclusion
        Type: general
    Titles:
      – TitleFull: What We Have Here is a Failure to Symbolate: A Comparison of K-5 Academic Vocabulary and Symbols
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Andrew J. Wojcik
      – PersonEntity:
          Name:
            NameFull: Alison King
      – PersonEntity:
          Name:
            NameFull: Delanie Amend
      – PersonEntity:
          Name:
            NameFull: Donna Gilles
      – PersonEntity:
          Name:
            NameFull: Audrey Martin
      – PersonEntity:
          Name:
            NameFull: Kristina Keithley
      – PersonEntity:
          Name:
            NameFull: Chloe Weaver
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 2154-1647
          Numbering:
            – Type: volume
              Value: 59
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Education and Training in Autism and Developmental Disabilities
              Type: main
ResultId 1