Vocabulary instruction: using the keyword approach with the interactive smart board in inclusive classrooms

The purposes of this study are to (a) evaluate the effects of a traditional approach, the definitional approach, to vocabulary instruction for middle school students in an inclusive class; (b) evaluate the effects of using the keyword method in vocabulary instruction for middle school students; (c) evaluate the effects of using the keyword method and the Smart Board in vocabulary instruction for middle school students; (d) compare the effectiveness of the traditional approach, the keyword method, and the keyword method with the Smart Board in vocabulary instruction; and (e) examine the teacher and students satisfaction with the traditional approach, keyword strategy, and keyword strategy with the Smart Board in learning vocabulary words. Results indicate there was no significant difference in vocabulary knowledge of students taught using a traditional approach compared with using the keyword method with and without the Smart Board. Furthermore, there is no significant difference in application of vocabulary words of students taught using a traditional approach compared with using keyword method with and without the Smart Board.

Name thesis:degree_name

M.A. Special Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Language, Literacy, and Special Education

Year dc:date.available

2014

Author dc:creator

• Volpe, Kelly

Contributors dc:contributor

• Lee, Jiyeon

• Language arts (Middle school); Interactive whiteboards
• Special Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/301

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1300