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Continuing CHAAOS: Vocabulary Intervention for Students With Disabilities in Eighth Grade Who Are Also English Learners.

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Title: Continuing CHAAOS: Vocabulary Intervention for Students With Disabilities in Eighth Grade Who Are Also English Learners.
Authors: O'Connor, Rollanda E., Sanchez, Victoria M., Jones, Brian, Suchilt, Luisana, Youkhanna, Valencia, Beach, Kristen D.
Source: Learning Disability Quarterly. May2022, Vol. 45 Issue 2, p108-120. 13p.
Subjects: Special education, School environment, English language, Middle school students, Habit, Health outcome assessment, Academic achievement, Learning strategies, Learning disabilities, Vocabulary, Descriptive statistics
Abstract: Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English Language Arts instruction (ELA) in special education classes. Over 70% of student participants had LD and over half were EL. Special education teachers delivered 12 weeks of intervention spaced across 7 months to 36 students. Researchers compared outcomes on receptive and expressive measures with 17 students in business-as-usual (BAU) special education ELA. Students receiving the CHAAOS intervention learned the 48 taught words better than students in BAU conditions, retained their knowledge of words 4 weeks following the close of the intervention, and ended the year with higher vocabulary scores on a standardized measure than students in BAU classes. Students who were EL performed similarly on receptive knowledge of words to students who were native English speakers. This study documents the effectiveness of explicit vocabulary routines for students who have LD and are also EL. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Continuing CHAAOS: Vocabulary Intervention for Students With Disabilities in Eighth Grade Who Are Also English Learners.
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  Data: <searchLink fieldCode="JN" term="%22Learning+Disability+Quarterly%22">Learning Disability Quarterly</searchLink>. May2022, Vol. 45 Issue 2, p108-120. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br /><searchLink fieldCode="DE" term="%22Habit%22">Habit</searchLink><br /><searchLink fieldCode="DE" term="%22Health+outcome+assessment%22">Health outcome assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink>
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  Data: Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English Language Arts instruction (ELA) in special education classes. Over 70% of student participants had LD and over half were EL. Special education teachers delivered 12 weeks of intervention spaced across 7 months to 36 students. Researchers compared outcomes on receptive and expressive measures with 17 students in business-as-usual (BAU) special education ELA. Students receiving the CHAAOS intervention learned the 48 taught words better than students in BAU conditions, retained their knowledge of words 4 weeks following the close of the intervention, and ended the year with higher vocabulary scores on a standardized measure than students in BAU classes. Students who were EL performed similarly on receptive knowledge of words to students who were native English speakers. This study documents the effectiveness of explicit vocabulary routines for students who have LD and are also EL. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – TitleFull: Continuing CHAAOS: Vocabulary Intervention for Students With Disabilities in Eighth Grade Who Are Also English Learners.
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              Text: May2022
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