Improving Vocabulary Outcomes in Inclusive Secondary Science Classrooms through Professional Development

ABSTRACT

Secondary students with learning disabilities are likely to learn science in an inclusive classroom. Their success often depends on teachers’ ability to support their literacy needs. In this quasi-experimental study, we examine the effect of teacher’ involvement in intensive professional development designed to deepen secondary science teachers’ knowledge of evidence-based morphological awareness practices and implementation of evidence-based morphological awareness instruction, and to improve students’ science vocabulary knowledge. Teachers (n = 6) increased their knowledge of evidence-based morphological awareness practices and use of evidence-based morphological awareness instruction. Furthermore, their students’ (n = 55) knowledge of science vocabulary improved. We provide recommendations for future research, and discuss implications for the way districts and teacher educators design professional development and for improving the accessibility of science content.

KEYWORDS:

• Inclusion
• science vocabulary
• learning disabilities
• professional development
• morphological awareness

Acknowledgments

We would like to thank Dr. Monica Harris for her support throughout the development and implementation of the professional development, Project MAP.

At time of publication, Amber E. Benedict is no longer at the University of Florida. She is now at Arizona State University, Mary Lou Fulton Teachers College, Tempe, Arizona.

Disclosure statement

None of the authors of this manuscript have any financial interest or benefit that has arisen from the direct applications of this research.