A Case Study: The Effects of Differentiated Instruction on a Gifted and Talented Student's Vocabulary Development

Abstract

The purpose of this single subject case study was to determine the effects of three differentiated instructional techniques on a fifth grade gifted and talented student's vocabulary development. The three differentiated techniques used in this study were the pictorial time-line, vocabulary web, and learning contract. To learn the meaning of five vocabulary words. the student completed the pictorial time-line. Next, the student completed the vocabulary web assignment with five more vocabulary words. Finally, the learning contract was completed with another five vocabulary words. Upon the completion of each assignment, a student survey was completed on his impression of the assignment. After completing all three assignments and surveys, a post-test was given to ensure mastery of the vocabulary words. One week later, the student took a delayed posttest to reveal the long term mastery of the vocabulary words. The student thought that all 15 of the vocabulary words were applicable in both verbal conversations and written communication. None of the differentiating techniques were too difficult for him, and the student over all enjoyed each assignment enough to do a similar activity again. From anecdotal records and the student survey, it was concluded that the student favored the pictorial time-line over the other two techniques. All of three the differentiated techniques facilitated the student's learning of the vocabulary words. Further, the vocabulary words were retained in the student's long term memory.