skip to main content
Idioma:

Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies

Mize, Min Kyung ; Park, Yujeong ; Moore, Tara

Journal of computer assisted learning, 2018-12, Vol.34 (6), p.641-651 [Periódico revisado por pares]

Oxford: Wiley-Blackwell

Texto completo disponível

Citações Citado por
  • Título:
    Computer‐assisted vocabulary instruction for students with disabilities: Evidence from an effect size analysis of single‐subject experimental design studies
  • Autor: Mize, Min Kyung ; Park, Yujeong ; Moore, Tara
  • Assuntos: Academic Achievement ; Achievement Gap ; Animation ; Assistive Technology ; CAI ; Computer Assisted Instruction ; Curricula ; Design of experiments ; Disabilities ; Disabled students ; Effect Size ; Elementary School Students ; Evidence Based Practice ; Fonts ; Handheld Devices ; Instructional aids ; Instructional design ; Instructional Effectiveness ; Outcomes of Education ; Search process ; Secondary School Students ; single‐subject design ; Skill Development ; Student Motivation ; Students ; students with disabilities ; Teachers ; Visual Aids ; Vocabulary Development ; vocabulary instruction ; Vocabulary Skills
  • É parte de: Journal of computer assisted learning, 2018-12, Vol.34 (6), p.641-651
  • Descrição: The purpose of this study was to synthesize the effectiveness of computer‐assisted instruction (CAI) studies aiming to increase vocabulary for students with disabilities in an effort to identify what type of CAI is promising for practice. An extensive search process with inclusion and exclusion criteria yielded a total of 13 single‐subject design studies to be included in the present study. Effect sizes were calculated using a percentage of nonoverlapping data (PND). We also analysed instructional features (e.g., visual supports, auditory supports, font/color selection, and corrective and interactive feedback) from the studies that examined effective instructional design features of CAI. Results indicated (a) the highest PND mean was for secondary school‐aged learners with disabilities; (b) both tablet‐assisted instructions and nontablet‐assisted instruction produced high PND (i.e., highly effective); and (c) although the majority of selected studies included visual and auditory supports in CAI for vocabulary, none of the studies provided opportunities for customization (e.g., student selection of colors and fonts). On the basis of the findings, implications for future research and practice are discussed. Lay Description What is already known about this topic: Technology as instructional aids provides students with disabilities with access to general education curriculum. Students with disabilities can benefit from explicit instruction combined with computer‐assisted instruction or intervention. Technology provides avenues for teachers to create learning opportunities and practices. What this paper adds: The use of visual images, animations, and graphics led to positive academic outcomes of students with disabilities. The use of auditory supports was positively associated with the effectiveness of treatments. Providing students with disabilities with a choice can improve their academic outcomes and motivation. Customization makes computer‐assisted instruction or intervention adaptable for different levels of students with disabilities. Implications for practice and/or policy: Technology and evidence‐based practice might reduce the gap in achievement levels between students with and without disabilities. Teachers should embed with explicit instruction that provides necessary support and structure for students with disabilities.
  • Editor: Oxford: Wiley-Blackwell
  • Idioma: Inglês
Links
Voltar para lista de resultados

  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

Buscando em bases de dados remotas. Favor aguardar.