Date of Award
Doctor of Philosophy (PhD)
Communication Disorders & Special Education
A pretest-posttest time series design controlling for teacher coaching was used to evaluate the effects of the LINCing Routine to support secondary students with disabilities while increasing students’ vocabulary knowledge. Two special education teachers and 26 secondary students with disabilities participated in this study. Student performance was investigated in terms of increased accurate use of the LINCing Routine and overall improvement of vocabulary knowledge while controlling for teacher coaching. The dependent variable increased and remained stable throughout intervention. Pretest and posttest results were also favorable. Students reported average social validity while teachers reported high social validity for the intervention. The results suggested that secondary students with disabilities can be trained to use the routine to support their understanding of vocabulary words and increase their academic vocabulary knowledge.
Cho, Dana W..
"The Effects of Teacher Coaching in the LINCing Routine on the Vocabulary Knowledge of Secondary Students with Disabilities"
(2018). Doctor of Philosophy (PhD), Dissertation, Communication Disorders & Special Education, Old Dominion University, DOI: 10.25777/qz3d-2355