Improving Preservice Teacher Vocabulary Instruction: A Randomized Controlled Trial

Document Type

Article

Publication Date

8-23-2017

Publication Title

Teacher Education and Special Education

Volume

41

Issue

4

First page number:

340

Last page number:

356

Abstract

General and special education teachers need to have an understanding of effective practices for providing vocabulary instruction to students with and without disabilities across grade levels and content areas. Preservice teachers in this study (N = 121) received training in evidence-based practices for vocabulary instruction via a series of three training modules. They then completed one of two practice conditions—creating a multimedia product to teach a vocabulary word or completing a non-multimedia learning task during class. The two practice conditions resulted in similar gains on the knowledge measure, but the group that created the multimedia product significantly outperformed the group that completed the non-multimedia task in a demonstration of instruction. Implications for teacher education are discussed.

Keywords

Vocabulary; Multimedia; Teacher learning; Reading; Instructional practices

Disciplines

Disability and Equity in Education | Teacher Education and Professional Development

Language

English

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