Continuing CHAAOS: Vocabulary Intervention for Students with Disabilities in Eighth Grade Who Are Also English Learners

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  • Additional Information
    • Availability:
      SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      13
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R324A160019
    • Education Level:
      Elementary Education
      Grade 8
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      Students with Disabilities; Learning Disabilities; English Language Learners; Vocabulary Development; Intervention; Academic Language; Grade 8; Language Arts; Special Education; Special Education Teachers; Receptive Language; Expressive Language; Program Effectiveness; Reading Comprehension; Teaching Methods; Decoding (Reading)
    • Subject Terms:
      California
    • Subject Terms:
      Woodcock Johnson Tests of Achievement
    • Accession Number:
      10.1177/0731948720922818
    • ISSN:
      0731-9487
      2168-376X
    • Abstract:
      Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English Language Arts instruction (ELA) in special education classes. Over 70% of student participants had LD and over half were EL. Special education teachers delivered 12 weeks of intervention spaced across 7 months to 36 students. Researchers compared outcomes on receptive and expressive measures with 17 students in business-as-usual (BAU) special education ELA. Students receiving the CHAAOS intervention learned the 48 taught words better than students in BAU conditions, retained their knowledge of words 4 weeks following the close of the intervention, and ended the year with higher vocabulary scores on a standardized measure than students in BAU classes. Students who were EL performed similarly on receptive knowledge of words to students who were native English speakers. This study documents the effectiveness of explicit vocabulary routines for students who have LD and are also EL. [For the corresponding grantee submission, see ED605674.]
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2022
    • Accession Number:
      EJ1338139