The effect of explicit vocabulary instruction using specialized graphic organizers in secondary mathematics for students with disabilities
There is a clear and distinct difference in the levels of knowledge versus levels of understanding when measuring the ability of a student to reach mastery of a concept in the educational environment. Increased levels of rigor in today's classroom exhibit the necessity of a paradigm shift related effective academic instruction. Mathematics as a content area currently focuses on conceptual understanding as opposed to traditional procedural knowledge. In accordance with this shift in educational practice, students must demonstrate a clear and concise understanding of the terminology used in the development of mathematical problems, specifically abstract word problems, used to assess levels of mastery of required content. The purpose of this study was to examine if a positive correlation exists between explicit vocabulary instruction in secondary mathematics using graphic organizers specially designed for mathematics vocabulary instruction in conjunction with an instructional routine (Explicit Instructional Routine) and increased student achievement in demonstrating knowledge and understanding of Algebraic concepts. Previous studies associated with academic enhancements, interventions, and routines for students with learning disabilities ascertain that increased levels of knowledge and understanding are reached when implemented with fidelity.