Abstract

This study sought to determine the effectiveness of using Content Acquisition Podcasts (CAPs) to teach children with learning disabilities scientific vocabulary. CAPs are multimedia instructional podcasts that combine images and sound to teach supplemental vocabulary. Four children ages 9 to 10 with learning disabilities were taught vocabulary words to prepare them for end-of-year testing. Words were taken from units about rocks, soil and fossils. This study used a multiple probe multiple baseline across units design. Data analysis showed that three of four participants experienced significant improvement in at least one of three units. Social validity questionnaires showed that all four participants enjoyed being a part of the study and felt like they had learned important information. These results indicated that CAPs can be another method for delivering science instruction. They are easy to make, have an impact on learning and incorporate a modality of learning that is appealing to children.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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