{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1461"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1461","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Using the Keyword Method and the Smart Board in vocabulary instruction for students with learning disabilities","abstract":"The purpose of this study was to examine the use of the Keyword Method and the Smart Board presentation in vocabulary instruction for students with Learning Disabilities (LD). A total of five students, ages 8-10 participated in this ten week study. Students were taught using traditional instructional strategies in Reading and Social Studies vocabulary lessons during the baseline. During the intervention, weekly instruction was provided with a Smart Board presentation to demonstrate each vocabulary word with the Keyword Method presented on a Smart Board, such as a mnemonic \"catch word\", and a visual picture to demonstrate the meaning followed by practice and review to reinforce their learning. A multiple baseline design with A B phases across the subject areas of Reading and Social Studies was used to compare student performance in word recognition, identification, and application. All students showed an increase of their quiz scores of vocabulary acquisition in both Reading and Social Studies.","abstract_html":"The purpose of this study was to examine the use of the Keyword Method and the Smart Board presentation in vocabulary instruction for students with Learning Disabilities (LD). A total of five students, ages 8-10 participated in this ten week study. Students were taught using traditional instructional strategies in Reading and Social Studies vocabulary lessons during the baseline. During the intervention, weekly instruction was provided with a Smart Board presentation to demonstrate each vocabulary word with the Keyword Method presented on a Smart Board, such as a mnemonic "catch word", and a visual picture to demonstrate the meaning followed by practice and review to reinforce their learning. A multiple baseline design with A B phases across the subject areas of Reading and Social Studies was used to compare student performance in word recognition, identification, and application. All students showed an increase of their quiz scores of vocabulary acquisition in both Reading and Social Studies.","abstract_has_math":false,"creators":["Phillips, Maria Grace"],"institution":null,"degree_name":"M.A. Special Education","degree_level":"Thesis","degree_discipline":"Special Educational Services/Instruction","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-06-24T07:00:00Z","date_published":"2013-06-24T07:00:00Z","updated_at":"2026-07-24T04:13:09Z","subjects":["Learning disabled children; Language arts (Elementary)","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/462","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy"]},{"key":"dc:creator","label":"Author","values":["Phillips, Maria Grace"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:59:11Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Educational Services/Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning disabled children; Language arts (Elementary)","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/462"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine the use of the Keyword Method and the Smart Board presentation in vocabulary instruction for students with Learning Disabilities (LD). A total of five students, ages 8-10 participated in this ten week study. Students were taught using traditional instructional strategies in Reading and Social Studies vocabulary lessons during the baseline. During the intervention, weekly instruction was provided with a Smart Board presentation to demonstrate each vocabulary word with the Keyword Method presented on a Smart Board, such as a mnemonic \"catch word\", and a visual picture to demonstrate the meaning followed by practice and review to reinforce their learning. A multiple baseline design with A B phases across the subject areas of Reading and Social Studies was used to compare student performance in word recognition, identification, and application. All students showed an increase of their quiz scores of vocabulary acquisition in both Reading and Social Studies."]},{"key":"dc:title","label":"Title","values":["Using the Keyword Method and the Smart Board in vocabulary instruction for students with learning disabilities"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Phillips, Maria Grace"],"dc:date.available":["2020-03-03T19:59:11Z"],"dc:description.abstract":["The purpose of this study was to examine the use of the Keyword Method and the Smart Board presentation in vocabulary instruction for students with Learning Disabilities (LD). A total of five students, ages 8-10 participated in this ten week study. Students were taught using traditional instructional strategies in Reading and Social Studies vocabulary lessons during the baseline. During the intervention, weekly instruction was provided with a Smart Board presentation to demonstrate each vocabulary word with the Keyword Method presented on a Smart Board, such as a mnemonic \"catch word\", and a visual picture to demonstrate the meaning followed by practice and review to reinforce their learning. A multiple baseline design with A B phases across the subject areas of Reading and Social Studies was used to compare student performance in word recognition, identification, and application. All students showed an increase of their quiz scores of vocabulary acquisition in both Reading and Social Studies."],"dc:identifier":["https://rdw.rowan.edu/etd/462"],"dc:subject":["Learning disabled children; Language arts (Elementary)","Special Education and Teaching"],"dc:title":["Using the Keyword Method and the Smart Board in vocabulary instruction for students with learning disabilities"],"thesis:degree_discipline":["Special Educational Services/Instruction"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Special Education"]},"updated_at":"2026-07-24T04:13:09Z"}