The effect of explicit vocabulary instruction using specialized graphic organizers in secondary mathematics for students with disabilities

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dc.contributorAcker, Jon C.
dc.contributorSiders, James A.
dc.contributorSwoszowski, Nicole C.
dc.contributorVan Horn, Sara Z.
dc.contributor.advisorNewman, Jane L.
dc.contributor.authorLong, Mary Elizabeth
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T17:23:34Z
dc.date.available2017-03-01T17:23:34Z
dc.date.issued2015
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThere 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.en_US
dc.format.extent123 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001913
dc.identifier.otherLong_alatus_0004D_12247
dc.identifier.urihttps://ir.ua.edu/handle/123456789/2338
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducation
dc.titleThe effect of explicit vocabulary instruction using specialized graphic organizers in secondary mathematics for students with disabilitiesen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Special Education and Multiple Abilities
etdms.degree.disciplineSpecial Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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