Multimedia Shared Stories for Diverse Learners with Moderate Intellectual Disability
Christopher J. Rivera, East Carolina University–Greenville ; Fred Spooner and Charles L. Wood, University of North Carolina–Charlotte ; S Christy Hicks, West Chester University
Journal of Special Education Technology Volume 28, Number 4, ISSN 0162-6434
In recent years, there has been an increase in literature related to the development of literacy skills for students with intellectual disability (ID). By the same token, literature on ways to improve literacy skills for English language learners also has grown. Despite these advancements within the literature little is known about effective practices for English language learners with ID, specifically those who are Hispanic. The purpose of this study was to examine the comparative effects of an English and Spanish multimedia shared story intervention, with a constant time delay procedure, on the acquisition of English vocabulary for two English language learners with moderate ID. Instruction was provided to students for two weeks, lasting approximately 7–11 minutes per session. Results from the study suggested that language of instruction played an important role in English vocabulary acquisition. Results also indicated that language of instruction did not have a meaningful impact on generalization and maintenance of vocabulary for both conditions over time. Finally, teachers reported that multimedia shared stories were practical and a useful supplement for literacy instruction.
Rivera, C.J., Wood, F.S.a.C.L. & Hicks, S.C. (2013). Multimedia Shared Stories for Diverse Learners with Moderate Intellectual Disability. Journal of Special Education Technology, 28(4),.