The concept model of vocabulary instruction produced larger gains in content-area vocabulary test performance than the definition/sentence-writing model for all six middle school students with learning disabilities¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2007 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Across six students with learning disabilities, mean percent correct on weekly vocabulary tests rose from 63.75% under the definition model to 90.67% under the concept model, a 42.23% increase. → Fore III 2007

Evidence¶

Fore III 2007¶

Fore III, C., Boon, R. T., & Lowrie, K. (2007). Vocabulary Instruction for Middle School Students with Learning Disabilities: A Comparison of Two Instructional Models. Learning Disabilities: A Contemporary Journal, 5(2), 49-73. https://eric.ed.gov/?id=EJ797664

q2 · i? · causal · r2

Multiple-baseline-across-participants study of six seventh-grade students with LD in resource language arts classes; weekly 10-item matching tests scored as percent correct. The article reports "an increase of 42.23%" in group mean from baseline (definition model) to intervention (concept model); no standardized effect size is printed.

"the mean score for all students during baseline was 63.75% correct. The mean score for all students during intervention was 90.67% correct, which was an increase of 42.23%."

Discussion¶

Learner Variables¶

• Vocabulary — outcome: instruction changes it

Related Claims¶

• Outcomes of students with disabilities improve when they receive specially designed instruction responsive to assessment data — the general claim this finding bears on, with the studies behind it

• Vocabulary Instruction Improves Comprehension — the general claim this finding bears on, with the studies behind it

• Students with learning disabilities reported high satisfaction with learning vocabulary through concept diagrams — related
• After concept-model instruction, students' posttest vocabulary scores ranged from 57.78% to 82.22% correct, compared with pretest scores of 0% to 8.89% — related
• Self-regulated problem-solving instruction produced immediate, marked increases in target behaviors for all four students, with a mean of 2.3 training sessions to reach 80% mastery — related