Sight vocabulary acquisition in ESL students with autism: A case study

Saroya Yahya, Melor Md Yunus

Research output: Contribution to journalArticle

Abstract

Reading is linked to one's knowledge of vocabulary. Without a large sight vocabulary, a typical ESL student would spend much effort in trying to discern the meaning of words while reading. For students with autism, this would be a more daunting task. Having a limited sight word vocabulary is one of the factors that contributes to difficulty in reading for this population. Specifically, the present study aims to look into how ESL students with mild autism acquire sight vocabulary from the instruction they receive in the classroom. Thus, this study focuses on classroom observations where English language lessons take place. Analysis of data revealed that the students benefit from teachers' use of L1 in supporting sight vocabulary learning. Findings also indicate that visually cued instruction helps with retention of the words. Implications for practice and suggestions for future research are discussed.

Original languageEnglish
Pages (from-to)367-384
Number of pages18
JournalInternational Journal of Learning
Volume18
Issue number7
Publication statusPublished - 2012

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autism
vocabulary
student
English language lessons
instruction
classroom
teacher
learning

Keywords

  • Second language learning
  • Sight vocabulary
  • Students with autism

ASJC Scopus subject areas

  • Education

Cite this

Sight vocabulary acquisition in ESL students with autism : A case study. / Yahya, Saroya; Md Yunus, Melor.

In: International Journal of Learning, Vol. 18, No. 7, 2012, p. 367-384.

Research output: Contribution to journalArticle

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