Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents With LD

TLDR

Universal Design for Learning (UDL) is a framework commonly used to guide instruction that supports all students. The study aimed to develop a multimedia-based instructional tool, content acquisition podcasts (CAPs), using a related model. CAPs were delivered during two concurrent social studies units to 32 students with disabilities and 109 without, employing evidence‑based vocabulary practices, UDL, and Mayer’s instructional design principles; students completed weekly curriculum‑based measurement probes and two posttests over eight weeks, with sections randomly assigned to alternating CAPs and business‑as‑usual treatments. Students with and without disabilities showed significant growth on CBMs and higher posttest scores when taught with CAPs.

Abstract

Universal Design for Learning (UDL) is a framework that is commonly used for guiding the construction and delivery of instruction intended to support all students. In this study, we used a related model to guide creation of a multimedia-based instructional tool called content acquisition podcasts (CAPs). CAPs delivered vocabulary instruction during two concurrent social studies units to 32 SWD and 109 students without disabilities. We created CAPs using a combination of evidence-based practices for vocabulary instruction, UDL, and Mayer’s instructional design principles. High school students with and without learning disabilities completed weekly curriculum-based measurement (CBM) probes (vocabulary matching) over an 8-week period along with two corresponding posttests. Students were nested within sections of world history and randomly assigned to alternating treatments (CAPs and business as usual) that were administered sequentially to each group. Results revealed that students with and without disabilities made significant growth on CBMs and scored significantly higher on the posttests when taught using CAPs.