Improving Preservice Teacher Vocabulary Instruction: A Randomized Controlled Trial

General and special education teachers need to have an understanding of effective practices for providing vocabulary instruction to students with and without disabilities across grade levels and content areas. Preservice teachers in this study (N = 121) received training in evidence-based practices...

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Bibliographic Details
Published in:Teacher education and special education 2018-11, Vol.41 (4), p.340-356
Main Authors: Alves, Kat D., Kennedy, Michael J., Kellems, Ryan O., Wexler, Jade, Rodgers, Wendy J., Romig, John Elwood, Peeples, Katherine N.
Format: Article
Language:English
Subjects:
Achievement Gains
Audio Equipment
Clinical trials
Evidence Based Practice
General Education
Instructional Improvement
Introductory Courses
Learning
Learning Disabilities
Multimedia
Multimedia Materials
Preservice Teachers
Preservice training
Randomized Controlled Trials
Reading Skills
Special education
Special Education Teachers
Students with disabilities
Task Analysis
Teacher Education
Teachers
Teaching Methods
Vocabulary
Vocabulary Development
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Summary:General and special education teachers need to have an understanding of effective practices for providing vocabulary instruction to students with and without disabilities across grade levels and content areas. Preservice teachers in this study (N = 121) received training in evidence-based practices for vocabulary instruction via a series of three training modules. They then completed one of two practice conditions—creating a multimedia product to teach a vocabulary word or completing a non-multimedia learning task during class. The two practice conditions resulted in similar gains on the knowledge measure, but the group that created the multimedia product significantly outperformed the group that completed the non-multimedia task in a demonstration of instruction. Implications for teacher education are discussed.
ISSN:0888-4064
1944-4931
DOI:10.1177/0888406417727044