Vocabulary Development in the Elementary School Years for Students with Specific Learning Disabilities

Abstract

Vocabulary development is critical to increase a student's ability to read fluently, as well as to enhance reading comprehension. This study focused on adding a vocabulary component to the S.P.I.R.E. program, which is a multisensory-based reading program modeled after the Orton-Gillingham approach. The study took place at a local elementary school in Middle Tennessee. The researcher designed the vocabulary component, which incorporated elements such as storybook readings, imagery, and semantic mapping. The lessons also addressed the multiple meanings of vocabulary words, when applicable. Student performance was assessed using the Comprehensive Receptive and Expressive Vocabulary Test-Third Edition (CREVT-3). The results did not show significant growth in the students' vocabularies.