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Conceptually Based Vocabulary Intervention: Second Graders’ Development of Vocabulary Words
- American Annals of the Deaf
- Gallaudet University Press
- Volume 155, Number 4, Fall 2010
- pp. 425-448
- 10.1353/aad.2010.0040
- Article
- Additional Information
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An instructional strategy was investigated that addressed the needs of deaf and hard of hearing students through a conceptually based sign language vocabulary intervention. A single-subject multiple-baseline design was used to determine the effects of the vocabulary intervention on word recognition, production, and comprehension. Six students took part in the 30-minute intervention over 6–8 weeks, learning 12 new vocabulary words each week by means of the three intervention components: (a) word introduction, (b) word activity (semantic mapping), and (c) practice. Results indicated that the vocabulary intervention successfully improved all students’ recognition, production, and comprehension of the vocabulary words and phrases.