Vocabulary Instruction in Content Classes for Special Needs Learners: Why and How?.

Blachowicz, Camille L. Z.

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Peer reviewed

ERIC Number: EJ441311

Record Type: CIJE

Publication Date: 1991

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0748-7630

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Vocabulary Instruction in Content Classes for Special Needs Learners: Why and How?

Blachowicz, Camille L. Z.

Journal of Reading, Writing, and Learning Disabilities International, v7 n4 p297-308 Oct-Dec 1991

This article presents a problem-solving model of vocabulary instruction in content classes and applies it to a social studies lesson for special needs learners. The guidelines of the five-step model include establishing what is known, highlighting the new, generating connections between the "known" and the "new," gathering information, and self-monitoring and consolidation. (DB)

Descriptors: Classroom Techniques, Content Area Reading, Elementary Secondary Education, Instructional Development, Models, Problem Solving, Reading Comprehension, Self Evaluation (Individuals), Special Needs Students, Teaching Methods, Vocabulary Development

Publication Type: Journal Articles; Guides - Non-Classroom

Education Level: N/A

Audience: Teachers; Practitioners

Language: English

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Authoring Institution: N/A

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