Promoting Acceleration of Comprehension and Content through Text in High School Social Studies Classes

Autor/inn/en	Wanzek, Jeanne; Swanson, Elizabeth A.; Roberts, Greg; Vaughn, Sharon; Kent, Shawn C.
Titel	Promoting Acceleration of Comprehension and Content through Text in High School Social Studies Classes
Quelle	In: Journal of Research on Educational Effectiveness, 8 (2015) 2, S.169-188 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2014.906011
Schlagwörter	Acceleration (Education); Comprehension; High School Students; Social Studies; Intervention; Grade 11; History Instruction; Comparative Analysis; Control Groups; Experimental Groups; Instructional Effectiveness; Pretests Posttests; Reading Comprehension; Teamwork; Cooperative Learning; Student Characteristics; School Districts; Faculty Development; Workshops; Prior Learning; Concept Formation; Critical Reading; Statistical Analysis; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Verstehen; Verständnis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gemeinschaftskunde; School year 11; 11. Schuljahr; Schuljahr 11; History lessons; Geschichtsunterricht; Unterrichtserfolg; Leseverstehen; Kooperatives Lernen; School district; Schulbezirk; Lernwerkstatt; Schulung; Vorkenntnisse; Concept learning; Begriffsbildung; Kritisches Lesen; Statistische Analyse
Abstract	The purpose of this study was to evaluate the efficacy of Promoting Acceleration of Comprehension and Content Through Text intervention implemented with 11th-grade students enrolled in U.S. History classes. Using a within-teacher randomized design, the study was conducted in 41 classes (23 treatment classes) with 14 teachers providing the treatment. Students in the treatment condition performed significantly better than students in the typical instruction comparison condition on a measure of content acquisition at posttest (ES = 0.36), as well as 4 (ES = 0.22) and 12 (ES = 0.24) weeks following treatment. There were no differences between treatment and comparison groups on measures of social studies reading comprehension or more general reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01