Acoustic+Reconstruction

**Acoustic Reconstruction**

**Content** The specific content being taught is vocabulary. Acoustic reconstruction allows students to connect two words because they sound a like.

**Grade Level** This method can be used in elementary, middle, and high school.

**Curriculum Standards** SC.O.10.2.18 determine the relationships among temperature, pressure and volume in gases and interpret graphs that depict these relationships (e.g., Charles’ Law, Boyle’s Law, Gay-Lussac’s Law).

SC.O.10.2.17 compare and contrast the characteristics of physical, chemical and nuclear changes/reactions.

Students can use acoustic reconstruction to learn the different characteristics of chemical and nuclear reactions. They can use the similar sounding keyword to help them know the difference between the two items.

**Description of Practices** Acoustic reconstruction links a vocabulary word with similar sound keyword. For example if the vocabulary word was dinoflagellate (a type of plankton) a good keyword would be dinosaur because it sounds like the dinoflagellate.

**Implementation Considerations** This method can be used in any classroom setting. It may be more successful when used in whole group instruction so students can think of keywords as a class.

**Example** [] This article shows how acoustic reconstruction can be successful in the classroom and how it may not be appropriate to use with students with mild disabilities.

[] In the highlighted box that says Mnemonics it explains what contexts acoustic reconstruction was highly effective in.

**Citation** [|Article] [|Article 2]

Terrill, M.C., T. E. Scruggs, and M.A. Mastropieri. 2004. SAT vocabulary instruction for high school students with learning disabilities. //Intervention in school and clinic// 39:288-94