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Relations between Morphological Awareness and Disciplinary Literacy in Inclusive Social Studies/History Classrooms among Young People with and without Learning Difficulties
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Pittas, Evdokia; Solomou, Emilios A. – Learning Disabilities: A Contemporary Journal, 2023
The aim of this cross-sectional study was to examine the contribution of morphological awareness to the prediction of content-area vocabulary knowledge and understanding of historical terms. The target group consisted of 35 university students with or without learning difficulties (LDs), in Years 1-4, enrolled in a teacher education program.…
Descriptors: College Students, Learning Problems, Control Groups, Inclusion
Supporting Vocabulary Development within a Multitiered System of Support: Evaluating the Efficacy of Supplementary Kindergarten Vocabulary Intervention
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Coyne, Michael D.; McCoach, D. Betsy; Ware, Sharon M.; Loftus-Rattan, Susan M.; Baker, Doris Luft; Santoro, Lana Edwards; Oldham, Ashley C. – Journal of Educational Psychology, 2022
We evaluated the impact of a supplemental, small-group kindergarten vocabulary intervention designed to reinforce content taught in core classroom instruction implemented within a multitiered system of support (MTSS) framework. Kindergarten teachers implemented a published vocabulary program with all their students during whole-class instruction…
Descriptors: Kindergarten, Young Children, Vocabulary, Verbal Ability