Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms.
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| Title: | Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms. |
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| Authors: | Peeples, Katherine N. (AUTHOR), Kroesch, Allison M. (AUTHOR), VanUitert, Victoria J. (AUTHOR) |
| Source: | Learning Disabilities Research & Practice (Wiley-Blackwell). May2023, Vol. 38 Issue 2, p129-143. 15p. 4 Charts, 1 Graph. |
| Subjects: | Middle school students, Universal language, Learning disabilities, Cognitive Strategy Instruction, Middle school education, Students with disabilities, Explicit instruction |
| Abstract: | Middle school students with learning disabilities often struggle with reading and literacy skills, including vocabulary, and require support in content‐area classes such as mathematics where weak vocabulary knowledge can negatively affect learning, achievement, and deep understanding. However, in general, middle school mathematics teachers do not receive training in literacy instruction, much less in explicit vocabulary instruction. Additionally, relatively few studies have examined content‐area vocabulary instruction at the middle or secondary school level. This study addressed these gaps in the research by examining the effect of a performance feedback and coaching intervention on middle school mathematics teachers' use of explicit mathematics vocabulary instruction. Results of the study indicate that performance feedback and coaching had moderately positive effects on teachers' use and quality of explicit mathematics vocabulary instruction. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) 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.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Middle school students with learning disabilities often struggle with reading and literacy skills, including vocabulary, and require support in content‐area classes such as mathematics where weak vocabulary knowledge can negatively affect learning, achievement, and deep understanding. However, in general, middle school mathematics teachers do not receive training in literacy instruction, much less in explicit vocabulary instruction. Additionally, relatively few studies have examined content‐area vocabulary instruction at the middle or secondary school level. This study addressed these gaps in the research by examining the effect of a performance feedback and coaching intervention on middle school mathematics teachers' use of explicit mathematics vocabulary instruction. Results of the study indicate that performance feedback and coaching had moderately positive effects on teachers' use and quality of explicit mathematics vocabulary instruction. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 09388982 |
| DOI: | 10.1111/ldrp.12303 |
