TY - JOUR
T1 - Explicit and Contextual Vocabulary Intervention
T2 - Effects on Word and Definition Learning
AU - Antia, Shirin D.
AU - Catalano, Jennifer A.
AU - Rivera, M. Christina
AU - Creamer, Catherine
N1 - Funding Information:
U.S. Department of Education, Institute of Education Sciences Award (RC32420001).
Publisher Copyright:
© 2021 The Author(s) 2021. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.
PY - 2021/7/1
Y1 - 2021/7/1
N2 - Two single-case studies examined the effects of a vocabulary intervention on K-second grade Deaf or Hard-of-Hearing (DHH) children's vocabulary learning. The intervention consisted of (a) explicit instruction that included fast mapping, and drill and practice games and (b) in-context activities that included book reading, conceptual activities, and conversation. Study 1 compared the effectiveness of in-context alone and explicit+in-context instruction for four DHH children. This multiple baseline across content study showed that children learned more words rapidly in the explicit + in-context condition. Study 2 examined the effects of the explicit+in-context intervention on five DHH children's word and definition learning and use of new words in spontaneous communication. A multiple baseline study across participants showed that all children learned the targeted vocabulary, improved expression of definitions, and used target words in spontaneous language. We discuss the value of explicit and in-context instruction on breadth and depth of vocabulary learning.
AB - Two single-case studies examined the effects of a vocabulary intervention on K-second grade Deaf or Hard-of-Hearing (DHH) children's vocabulary learning. The intervention consisted of (a) explicit instruction that included fast mapping, and drill and practice games and (b) in-context activities that included book reading, conceptual activities, and conversation. Study 1 compared the effectiveness of in-context alone and explicit+in-context instruction for four DHH children. This multiple baseline across content study showed that children learned more words rapidly in the explicit + in-context condition. Study 2 examined the effects of the explicit+in-context intervention on five DHH children's word and definition learning and use of new words in spontaneous communication. A multiple baseline study across participants showed that all children learned the targeted vocabulary, improved expression of definitions, and used target words in spontaneous language. We discuss the value of explicit and in-context instruction on breadth and depth of vocabulary learning.
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U2 - 10.1093/deafed/enab002
DO - 10.1093/deafed/enab002
M3 - Article
C2 - 33978158
AN - SCOPUS:85108386455
SN - 1081-4159
VL - 26
SP - 381
EP - 394
JO - Journal of deaf studies and deaf education
JF - Journal of deaf studies and deaf education
IS - 3
ER -