Improving Reading Comprehension and Social Studies Knowledge among Middle School Students with Disabilities

Autor/inn/en	Swanson, Elizabeth; Wanzek, Jeanne; Vaughn, Sharon; Roberts, Greg; Fall, Ana-Mari
Titel	Improving Reading Comprehension and Social Studies Knowledge among Middle School Students with Disabilities
Quelle	In: Exceptional Children, 81 (2015) 4, S.426-442 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402914563704
Schlagwörter	Disabilities; Middle School Students; Social Studies; Knowledge Level; Reading Comprehension; Grade 8; Middle School Teachers; Longitudinal Studies; Control Groups; Experimental Groups; Intervention; Student Characteristics; Pretests Posttests; Fidelity; Comparative Analysis; Measures (Individuals); Statistical Distributions; Regression (Statistics); Reading Tests; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gemeinschaftskunde; Wissensbasis; Leseverstehen; School year 08; 8. Schuljahr; Schuljahr 08; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messdaten; Wahrscheinlichkeitsverteilung; Regression; Regressionsanalyse; Lesetest
Abstract	This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by eighth-grade general education social studies teachers among students with disabilities included in the classes. Data on students with disabilities across 2 years of study were combined for the analysis presented here. Students in the treatment conditions (n?= 72) scored statistically higher than students in the comparison conditions (n?= 58) on knowledge acquisition (effect size [ES]?= 0.26) and content reading comprehension (ES?= 0.34) but not standardized reading comprehension. Findings are interpreted as demonstrating support for the treatment in improving both knowledge acquisition and reading comprehension within content area instruction among students with disabilities served in the general education social studies classroom. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01