This study evaluated the effects of technology on the performance of high school students with learning disabilities in a resource room to increase skills of learning new vocabulary that is linked to standards within reading. The study included participants from four special education classes. The participants in the study were given in a 2-week intervention utilizing an adaptive version of the Frayer Model (direct instruction) or Quizlet (use of computer-aided/technology instruction, an interactive education game) to determine comparative difference of skill level achievement. The context factors included students in the special education program at a high school in an urban city located in a mid-west state. All participants completed a pre/post survey and pre/post vocabulary exams.
Descriptive statistics, using SPSS, provided the methods for analyzing the data. Results showed that both the preference of learning styles by these participants and effectiveness of the computer-aided instruction (Quizlet) yielded better scores over teacher-student direct instruction (Adaptive Frayer Model). / Thesis (M.Ed.)--Wichita State University, College of Education, Dept.of Curriculum and Instruction.
| Identifer | oai:union.ndltd.org:WICHITA/oai:soar.wichita.edu:10057/3986 |
| Date | 05 1900 |
| Creators | Vargas, Julie Marie |
| Contributors | Mitchell, Linda M. |
| Publisher | Wichita State University |
| Source Sets | Wichita State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Format | ix, 39 p. |
| Rights | © Copyright 2011 by Julie Vargas. All rights reserved |
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