Increasing College Entrance Testing Vocabulary for Secondary Students with High-Incidence Disabilities

Authors

Cynthia C. Massey, Georgia Southern UniversityFollow
Margarett E. Shippen, Auburn UniversityFollow
Margaret M. Flores, Auburn UniversityFollow
Cindy Head, University of West GeorgiaFollow

Abstract

This study investigated the effects of an instructional technology device, specifically, a computer-based graphic organizer, called the Real-World Connections Vocabulary graphic organizer (Ellis, 2015), on vocabulary acquisition for college entrance testing skills of students with high-incidence disabilities. Although graphic organizers have been studied since the 1960’s, there is very little research regarding the effectiveness of computer-based graphic organizers when used with high school students with mild disabilities, and their benefit acquiring college entrance exam vocabulary knowledge, namely, the ACT exam. By means of a single-subject, multiple probe across participants design, this study demonstrated that a functional relation did exist between the tool and vocabulary acquisition for each of the three participants. Additionally, a social validity survey rendered positive results regarding its use.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Massey, Cynthia C.; Shippen, Margarett E.; Flores, Margaret M.; and Head, Cindy (2020) "Increasing College Entrance Testing Vocabulary for Secondary Students with High-Incidence Disabilities," Georgia Educational Researcher: Vol. 17: Iss. 1, Article 6.
DOI: 10.20429/ger.2020.170106
Available at: https://digitalcommons.georgiasouthern.edu/gerjournal/vol17/iss1/6