The Impact of Preteaching Science Content Vocabulary Using Integrated Media for Knowledge Acquisition in a Collaborative Classroom

Kevin A.Koury
Journal of Computing in Childhood Education, Vol 7 No 3/4, 1996, p. 179-97

This study examined instruction in new vocabulary/concepts prior to engagement in the content textbook. Students in inclusive classes were presented with 10 new terms/concepts and had extensive discussion with and without integrated video anchors. All students with mild disabilities received the treatment condition which included video anchors. Results indicated no performance difference between groups of general education students but students with mild disabilities performed lower than their peers without disabilities. Implications and suggestions for future research are discussed.

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