The purpose of this experimental research study was to investigate the effects of using academic science-term vodcasts to provide vocabulary instruction, and more specifically, comprehension support in science to middle-school adolescents with and without LD. A total of 105 suburban middle school students, of which 17 presented with LD, were randomly assigned to one of two conditions, with direct instruction occuring over a one-week period. The two experimental conditions; the first which required students to use a traditional "dictionary approach" to learning and studying a list of prescribed science terms, and a second condition which required students to use a vodcast strategy to learn and study the same list of prescribed science terms. The vodcast strategy included the student viewing a researcher-constructed vodcast; a multimedia construction which employs the tenets of CTML, focusing on a prescribed grade-level vocabulary list, drawn from current curriculum, and evidence-based practice as presented in a mnemonic graphic organizer, for the recording of fundamental components of vocabulary acquisition; e.g. the term, it's definition as delivered in the vodcast, its correct usage in a sentence, and an example of the prescribed term. The results indicated all students, with and without LD, performed better using the vodcast strategy, when compared with their peers, who used a dictionary-focused approach, with writing down the same components for term acquisition as the vodcast strategy. Anecdotal information in the form of a student satisfaction survey, completed with each class orally indicated an almost universal preference for the vodcast strategy over the more traditional approach to science-term vocabulary acquisition exercises. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]