A comparison of Spanish and English multimedia shared story interventions on the acquisition of English vocabulary for English language learners with an intellectual disability

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Rivera, C. (2011). A comparison of Spanish and English multimedia shared story interventions on the acquisition of English vocabulary for English language learners with an intellectual disability. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Literature on the development of literacy skills for students with a moderate to severe intellectual disability is growing; however, little is known about effective literacy practices for Hispanic English language learners with a moderate intellectual disability. Additionally, little research has been conducted on how to utilize a student's primary language, technologies found in the classroom, and systematic instruction to teach English oral vocabulary to this specific population. The purpose of this study was to examine the comparative effects of an English and Spanish multimedia shared story intervention, with a constant time delay procedure, on the acquisition of English oral vocabulary for two English language learners with a moderate intellectual disability. Instruction was provided to students for two weeks and lasted approximately 7-11 minutes per session. Results from the study suggest that language of instruction played an important role in English vocabulary acquisition. Second, results also indicated that language of instruction did not have a meaningful impact on generalization and maintenance of vocabulary from both conditions over time. Finally, teachers reported that multimedia shared stories were practical and a useful supplemental form of instruction.

Details
Author

Rivera, Christopher

Title

A comparison of Spanish and English multimedia shared story interventions on the acquisition of English vocabulary for English language learners with an intellectual disability

Physical Description

1 online resource (128 pages) : PDF

Date

2011

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Literature on the development of literacy skills for students with a moderate to severe intellectual disability is growing; however, little is known about effective literacy practices for Hispanic English language learners with a moderate intellectual disability. Additionally, little research has been conducted on how to utilize a student's primary language, technologies found in the classroom, and systematic instruction to teach English oral vocabulary to this specific population. The purpose of this study was to examine the comparative effects of an English and Spanish multimedia shared story intervention, with a constant time delay procedure, on the acquisition of English oral vocabulary for two English language learners with a moderate intellectual disability. Instruction was provided to students for two weeks and lasted approximately 7-11 minutes per session. Results from the study suggest that language of instruction played an important role in English vocabulary acquisition. Second, results also indicated that language of instruction did not have a meaningful impact on generalization and maintenance of vocabulary from both conditions over time. Finally, teachers reported that multimedia shared stories were practical and a useful supplemental form of instruction.

Genre

doctoral dissertations

Subjects--Topics

Special education
Multicultural education
Education

Degree

Ph.D.

Keywords

English Language Learners
Intellectual Disability
Multicultural
Shared Story
Technology

Subject Area

Special Education

Advisor(s)

Spooner, Fred

Committee Members

Wood, Charles
Salas, Spencer
Connolly, Paula

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2011.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Rivera_uncc_0694D_10194

Permalink

http://hdl.handle.net/20.500.13093/etd:1776