Concept diagram for vocabulary instruction¶

Element · All elements
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

A graphic organizer used as the study's independent variable. The concept model "utilized a diagram encompassing the vocabulary word, the definition and characteristics, and examples and non-examples." During intervention the teacher presented a blank diagram, wrote the word and its definition, then elicited and listed characteristics that were always, sometimes, and never present, followed by examples and non-examples linked to those characteristics. Paper copies and overhead transparencies of the diagrams were the core materials.

Design Implications¶

Context¶

Requirements¶

• Teacher-led sessions with an overhead projector or paper copies of blank diagrams
• A pre-written concept diagram for each target vocabulary word for experimenter use

Constraints¶

• Evaluated in this study only with seventh-grade students with learning disabilities learning mathematical vocabulary in a resource language arts classroom

Target Learners¶

• middle school students with learning disabilities

Target Learning Goals¶

• content-area (mathematical) vocabulary knowledge

Claims¶

• 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 [+W]

Related Elements¶

Examples¶

• Twelve-step teacher-led concept-diagram vocabulary lesson routine

Key Sources¶

• 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