The Effects of an iPad® Multimedia Shared Story Intervention on Vocabulary Acquisition for an English Language Learner

Journal of Special Education Technology - Tập 29 Số 4 - Trang 31-48 - 2014
Christopher J. Rivera1, Lee Mason2, Jennifer Moser1, Lynn Ahlgrim‐Delzell3
1East Carolina University,
2University of Texas at San Antonio
3University of North Carolina at Charlotte

Tóm tắt

The current research explored the use of a multimedia shared story to increase the number of correct English and Spanish vocabulary words used by an English language learner with a moderate intellectual disability. A 10-year-old elementary student in a self-contained special education classroom participated in this research. Utilizing the iBooks Author software, personalized shared stories were created on an iPad® for the participant in both English and Spanish. Each story incorporated pictures of items for which the student could not provide a corresponding vocabulary word in either language. The multimedia shared stories were then used to teach these vocabulary words in both English and Spanish. Results showed that the student initially acquired Spanish vocabulary words more quickly, but his English vocabulary words accelerated at a faster rate over the course of the investigation. To support the quantitative data, the students' teacher and paraprofessional were interviewed to determine their experiences and to discuss nuances that occurred over the course of the intervention. Results and implications for future research are discussed.

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Journal of Special Education Technology

Tập 29 Số 4

31-48

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