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Case Study: Effects of a Systematic Method of Vocabulary Instruction on a Disabled Learner
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1996-04-01
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Abstract
This descriptive case study examined the effects of instruction in a
systematic method of vocabulary instruction which included a mnemonic
component on the fifteen-year-old learning disabled female with memory
deficits. The researcher and subject met for nine forty-five minute sessions
over a period of four weeks. At the end of the study, changes in the subject
included increased self confidence about her ability to learn vocabulary
independently. She gained the confidence to volunteer vocabulary related
answers in another class, a behavior which the subject reported was something
she would not have previously done. She was able to write definitions for 21
out of 27 words which were previously unfamiliar to her. The subject was also
able to select the correct word for a fill-in exercise for the remaining six words
for which instruction time was limited. A post hoc test administered three
months after the end of the study revealed that the subject remembered 19 of
the 26 words studied. All words for which she had created mnemonic devices
were among those remembered.
Instructional implications of this study include a recommendation that time
devoted to teaching a method for learning vocabulary may be beneficial for
disabled learners. Situational examples of new vocabulary in context were
recommended to facilitate faster word learning.
Recommendations for future research in this area included an extended
length of time to practice using the system with supervision to increase the
likelihood that subjects would be able to use the system independently.