The effect of explicit vocabulary instruction using specialized graphic organizers in secondary mathematics for students with disabilities

There is a clear and distinct difference in the levels of knowledge versus levels of understanding when measuring the ability of a student to reach mastery of a concept in the educational environment. Increased levels of rigor in today's classroom exhibit the necessity of a paradigm shift related effective academic instruction. Mathematics as a content area currently focuses on conceptual understanding as opposed to traditional procedural knowledge. In accordance with this shift in educational practice, students must demonstrate a clear and concise understanding of the terminology used in the development of mathematical problems, specifically abstract word problems, used to assess levels of mastery of required content. The purpose of this study was to examine if a positive correlation exists between explicit vocabulary instruction in secondary mathematics using graphic organizers specially designed for mathematics vocabulary instruction in conjunction with an instructional routine (Explicit Instructional Routine) and increased student achievement in demonstrating knowledge and understanding of Algebraic concepts. Previous studies associated with academic enhancements, interventions, and routines for students with learning disabilities ascertain that increased levels of knowledge and understanding are reached when implemented with fidelity.

Grantor dc:publisher

University of Alabama Libraries

Year dc:date.issued

2015

Author dc:creator

• Long, Mary Elizabeth

Advisor dc:contributor.advisor

• Newman, Jane L.

Contributors dc:contributor

• Acker, Jon C.
• Siders, James A.
• Swoszowski, Nicole C.
• Van Horn, Sara Z.

• Education

Statement dc:rights

• All rights reserved by the author unless otherwise indicated.

Language dc:language.iso

en_US, English

Dc Identifier Other

u0015_0000001_0001913
Long_alatus_0004D_12247

OAI identifier oai:identifier

oai:ir.ua.edu:123456789/2338