Strategies to Build the Vocabulary and Background Knowledge of Students With Learning Disabilities

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2024-06-07 DOI:10.1177/10534512241255330

Zachary T. Barnes, Kelly B. Cartwright

引用次数: 0

Abstract

Comprehending texts in content areas can be challenging for students with learning disabilities (LD) because they may lack the necessary background and vocabulary knowledge needed to construct meaning from text. As more students with LD are educated in the general education classroom, it is necessary for teachers to implement strategies to increase the vocabulary and background knowledge of their students. The purpose of this paper is to provide effective instructional strategies to build both background knowledge and vocabulary knowledge to increase comprehension of content area material.

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为有学习障碍的学生积累词汇和背景知识的策略

对于有学习障碍（LD）的学生来说，理解内容领域的课文是一项挑战，因为他们可能缺乏从课文中构建意义所需的背景和词汇知识。随着越来越多的学习障碍学生在普通教育课堂上接受教育，教师有必要实施一些策略来增加学生的词汇量和背景知识。本文旨在提供有效的教学策略，帮助学生建立背景知识和词汇知识，以提高对内容领域材料的理解能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.

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