Abstract
This study compared the effectiveness of a vocabulary list (i.e., explicit environment) to a textbook passage (i.e, authentic environment) for the initial exposure of domain-specific vocabulary from an anatomy textbook. Forty-two undergraduate Speech-Language Pathology students participated. The study's materials are from Anatomy and Physiology for Speech Language and Hearing, fifth edition (Seikel et al., 2016). The selection is a subtopic on the topic of the anatomy of the cerebrum. Twenty-five vocabulary words within this section are bolded by the textbook to emphasize their importance. These words were targeted in the two different conditions, authentic (textbook) and explicit (vocabulary list). The gain scores from pretest to posttest between groups (i.e., authentic vs. explicit) were similar, and this was true of students with both high and low reading abilities, as measured by the reading score from the American College Testing (ACT). Student performance was highly variable, and many students performed poorly regardless of condition. The results of the study revealed no significant differences between participants who were in conditions that received vocabulary words within the context of a textbook or isolated in a list. This poor performance may be related to research design or student reading habits in general.
Highlights
The wide scope of practice and the complexity associated with the field of speech-language pathology requires students to understand concepts from multiple disciplines
This is seen in the standards for certification where applicants must display "knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases..." (Council for Clinical Certification in Audiology and Speech-Language Pathology [CFCC], 2016, n.p.)
This study explores the initial introduction of complex material, anatomy and physiology, to undergraduate students majoring in speech-language pathology and audiology
Summary
The wide scope of practice and the complexity associated with the field of speech-language pathology requires students to understand concepts from multiple disciplines. This study explores the initial introduction of complex material, anatomy and physiology, to undergraduate students majoring in speech-language pathology and audiology This is important because current research on college students reveals that reading abilities are declining (Baer et al, 2006; Chall, 1996; Sanchez, 2013; Turnbull, 1985). Academic language is defined by Nagy and Townsend (2012) as "the specialized language, both oral and written, of academic settings that facilitates communication and thinking about disciplinary content" (p.92) These texts are distinctive in that they contain complex syntax, a high degree of low incidence words and a large amount of novel words that are specific to the subject (Burton, 2014; Nagy & Townsend, 2012). Despite the advancements in computer and visual aids, lectures and textbooks remain the mainstay of anatomy and physiology instruction; little research has focused on textbook assignments (Skinder-Meredith, 2010)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Teaching and Learning in Communication Sciences & Disorders
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
