Work

Utilizing Semantic, Mnemonic, and Strategic Approaches to Vocabulary Instruction to Promote Word Learning for Students with Learning Disabilities

Year: 2025

Type: article

Abstract: This article provides a review and practice-based examples of three research-supported approaches to vocabulary instruction for students with learning disabilities (LD). In the first half of the article, we introduce and discuss the research bases for semantic, mnemonic, and strategic approaches to vocabulary instruction. Each approach encompasses a range of instructional activities that educators can select depending on relevant words for instruction and their instructional goals. In the last half, we use a middle-grade science passage along with vocabulary words from that passage to demonstrate how semantic, mnemonic, and strategic approaches can be emphasized or combined to promote text comprehension and vocabulary learning for children with LD.

Source: Learning Disabilities Research and Practice

DOI: 10.1177/09388982251392905

Authors: Kristen D. Beach, Victoria M. Sanchez, Miranda S. Fitzgerald, Erica Neal, Michelle Pazzula Jimenez

Institutions: University of North Carolina at Charlotte, Auburn University

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,650