Flashcards and Guided Visual Vocabulary Practice: Experiences of Students With Learning Disabilities When Introduced to Concrete Spanish Nouns

Frontloading Academic Vocabulary for English Learners With Disabilities in an Integrated Classroom Setting

“…Through student-created flashcards, GVVP is intended to help practice and strengthen recall skills using repetitive iterations of the same words with flashcards in both languages and by using different sensorial skills, such as visual, auditory, verbal, and motor (Tolbert et al, 2017). By soliciting four English nouns from students on a teacher-related theme, GVVP places agency on students such as Abel and his peers by allowing them to be partners of the curriculum planning (Tolbert et al, 2017). This frontloading technique requires practitioners to have a background knowledge in Spanish to teach nouns and syllables in Spanish, unlike the previous techniques.…”

“…Visual cues can also support these processes and are important tools to frontload vocabulary. Tolbert, Lazarus, and Killu (2017) provide insight on how to use flashcards and guided vocabulary practice in a student's first language using a method called Guided Visual Vocabulary Practice (GVVP). This approach was developed to support the vocabulary development of native Spanish-speaking students with learning disabilities who require visual aids to support retention and develop their working memory (Tolbert et al, 2017).…”

“…Tolbert, Lazarus, and Killu (2017) provide insight on how to use flashcards and guided vocabulary practice in a student's first language using a method called Guided Visual Vocabulary Practice (GVVP). This approach was developed to support the vocabulary development of native Spanish-speaking students with learning disabilities who require visual aids to support retention and develop their working memory (Tolbert et al, 2017). Through student-created flashcards, GVVP is intended to help practice and strengthen recall skills using repetitive iterations of the same words with flashcards in both languages and by using different sensorial skills, such as visual, auditory, verbal, and motor (Tolbert et al, 2017).…”

“…This approach was developed to support the vocabulary development of native Spanish-speaking students with learning disabilities who require visual aids to support retention and develop their working memory (Tolbert et al, 2017). Through student-created flashcards, GVVP is intended to help practice and strengthen recall skills using repetitive iterations of the same words with flashcards in both languages and by using different sensorial skills, such as visual, auditory, verbal, and motor (Tolbert et al, 2017). By soliciting four English nouns from students on a teacher-related theme, GVVP places agency on students such as Abel and his peers by allowing them to be partners of the curriculum planning (Tolbert et al, 2017).…”