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Keith F Widaman - One of the best experts on this subject based on the ideXlab platform.

  • systematic chaaos teaching vocabulary in English Language Arts special education classes in middle school
    Journal of Learning Disabilities, 2020
    Co-Authors: Rollanda E Oconnor, Victoria Sanchez, Brian T Jones, Luisana Suchlit, Valencia Youkhanna, Kristen D Beach, Keith F Widaman
    Abstract:

    In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p < .001) and on a standardized measure of vocabulary (p = .04).

  • Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School:
    Journal of learning disabilities, 2020
    Co-Authors: Rollanda E. O'connor, Victoria Sanchez, Brian T Jones, Luisana Suchlit, Valencia Youkhanna, Kristen D Beach, Keith F Widaman
    Abstract:

    In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p < .001) and on a standardized measure of vocabulary (p = .04).

Valencia Youkhanna - One of the best experts on this subject based on the ideXlab platform.

  • systematic chaaos teaching vocabulary in English Language Arts special education classes in middle school
    Journal of Learning Disabilities, 2020
    Co-Authors: Rollanda E Oconnor, Victoria Sanchez, Brian T Jones, Luisana Suchlit, Valencia Youkhanna, Kristen D Beach, Keith F Widaman
    Abstract:

    In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p < .001) and on a standardized measure of vocabulary (p = .04).

  • Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School:
    Journal of learning disabilities, 2020
    Co-Authors: Rollanda E. O'connor, Victoria Sanchez, Brian T Jones, Luisana Suchlit, Valencia Youkhanna, Kristen D Beach, Keith F Widaman
    Abstract:

    In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p < .001) and on a standardized measure of vocabulary (p = .04).

Kristen D Beach - One of the best experts on this subject based on the ideXlab platform.

  • systematic chaaos teaching vocabulary in English Language Arts special education classes in middle school
    Journal of Learning Disabilities, 2020
    Co-Authors: Rollanda E Oconnor, Victoria Sanchez, Brian T Jones, Luisana Suchlit, Valencia Youkhanna, Kristen D Beach, Keith F Widaman
    Abstract:

    In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p < .001) and on a standardized measure of vocabulary (p = .04).

  • Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School:
    Journal of learning disabilities, 2020
    Co-Authors: Rollanda E. O'connor, Victoria Sanchez, Brian T Jones, Luisana Suchlit, Valencia Youkhanna, Kristen D Beach, Keith F Widaman
    Abstract:

    In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p < .001) and on a standardized measure of vocabulary (p = .04).

Luisana Suchlit - One of the best experts on this subject based on the ideXlab platform.

  • systematic chaaos teaching vocabulary in English Language Arts special education classes in middle school
    Journal of Learning Disabilities, 2020
    Co-Authors: Rollanda E Oconnor, Victoria Sanchez, Brian T Jones, Luisana Suchlit, Valencia Youkhanna, Kristen D Beach, Keith F Widaman
    Abstract:

    In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p < .001) and on a standardized measure of vocabulary (p = .04).

  • Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School:
    Journal of learning disabilities, 2020
    Co-Authors: Rollanda E. O'connor, Victoria Sanchez, Brian T Jones, Luisana Suchlit, Valencia Youkhanna, Kristen D Beach, Keith F Widaman
    Abstract:

    In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p < .001) and on a standardized measure of vocabulary (p = .04).

Brian T Jones - One of the best experts on this subject based on the ideXlab platform.

  • systematic chaaos teaching vocabulary in English Language Arts special education classes in middle school
    Journal of Learning Disabilities, 2020
    Co-Authors: Rollanda E Oconnor, Victoria Sanchez, Brian T Jones, Luisana Suchlit, Valencia Youkhanna, Kristen D Beach, Keith F Widaman
    Abstract:

    In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p < .001) and on a standardized measure of vocabulary (p = .04).

  • Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School:
    Journal of learning disabilities, 2020
    Co-Authors: Rollanda E. O'connor, Victoria Sanchez, Brian T Jones, Luisana Suchlit, Valencia Youkhanna, Kristen D Beach, Keith F Widaman
    Abstract:

    In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the current study, we report the second year results, as the sixth grade students entered seventh grade. Students (n = 42) in treatment classes again learned 48 new vocabulary words significantly better than similar students in BAU (n = 21) special education classes. In seventh grade, students also outperformed BAU students on maintenance of these age-appropriate words (p < .001) and on a standardized measure of vocabulary (p = .04).