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The American Biology Teacher

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A New Twist on Vocabulary Instruction for Students with Learning Disabilities in Biology
Kelly J. Grillo, Lisa A. Dieker
The American Biology Teacher, Vol. 75 No. 4, April 2013; (pp. 264-267) DOI: 10.1525/abt.2013.75.4.7
KELLY J. GRILLO is Associate Professor of Specialized Curriculum and Technology at High Point University, 833 Montlieu Ave., High Point, NC 27262; e-mail: kgrillo@highpoint.edu
  • For correspondence: kgrillo@highpoint.edu
LISA A. DIEKER is Professor of Exceptional Education at the University of Central Florida, 4000 Central Florida Blvd., Orlando, FL 32816-1250; e-mail: lisa.dieker@ucf.edu
  • For correspondence: lisa.dieker@ucf.edu
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Abstract

An essential element of science instruction is content literacy. In order to improve literacy specific to science, vocabulary must be addressed. As Jitendra et al. (2004) pointed out, “because learning vocabulary during independent reading is very inefficient for students with reading difficulties, vocabulary and word learning skills must be taught.” We provide a summary of an investigation to improve the technology-based vocabulary of students with learning disabilities in a freshman high school biology class. The procedures for the project are provided, along with lessons learned about vocabulary instruction of students with disabilities.

  • Vocabulary
  • technology
  • flashcards
  • learning disability
  • © 2013 by National Association of Biology Teachers. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press’s Rights and Permissions Web site at http://www.ucpressjournals.com/reprintinfo.asp.
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Vol. 75 No. 4, April 2013

The American Biology Teacher: 75 (4)
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A New Twist on Vocabulary Instruction for Students with Learning Disabilities in Biology
Kelly J. Grillo, Lisa A. Dieker
The American Biology Teacher, Vol. 75 No. 4, April 2013; (pp. 264-267) DOI: 10.1525/abt.2013.75.4.7
KELLY J. GRILLO is Associate Professor of Specialized Curriculum and Technology at High Point University, 833 Montlieu Ave., High Point, NC 27262; e-mail: kgrillo@highpoint.edu
  • For correspondence: kgrillo@highpoint.edu
LISA A. DIEKER is Professor of Exceptional Education at the University of Central Florida, 4000 Central Florida Blvd., Orlando, FL 32816-1250; e-mail: lisa.dieker@ucf.edu
  • For correspondence: lisa.dieker@ucf.edu

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A New Twist on Vocabulary Instruction for Students with Learning Disabilities in Biology
Kelly J. Grillo, Lisa A. Dieker
The American Biology Teacher, Vol. 75 No. 4, April 2013; (pp. 264-267) DOI: 10.1525/abt.2013.75.4.7
KELLY J. GRILLO is Associate Professor of Specialized Curriculum and Technology at High Point University, 833 Montlieu Ave., High Point, NC 27262; e-mail: kgrillo@highpoint.edu
  • For correspondence: kgrillo@highpoint.edu
LISA A. DIEKER is Professor of Exceptional Education at the University of Central Florida, 4000 Central Florida Blvd., Orlando, FL 32816-1250; e-mail: lisa.dieker@ucf.edu
  • For correspondence: lisa.dieker@ucf.edu
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    • Learning Vocabulary
    • Structured Language Instruction in Science
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