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Autor/inn/en | Vaughn, Sharon; Fall, Anna-Mária; Roberts, Greg; Wanzek, Jeanne; Swanson, Elizabeth; Martinez, Leticia R. |
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Titel | Class Percentage of Students with Reading Difficulties on Content Knowledge and Comprehension |
Quelle | In: Journal of Learning Disabilities, 52 (2019) 2, S.120-134 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
DOI | 10.1177/0022219418775117 |
Schlagwörter | Reading Comprehension; Reading Difficulties; Grade 8; Social Studies; Teaching Methods; Cooperative Learning; Knowledge Level; Vocabulary Development; Instructional Effectiveness; Middle School Students; Intervention Leseverstehen; Reading difficulty; Leseschwierigkeit; School year 08; 8. Schuljahr; Schuljahr 08; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Wissensbasis; Wortschatzarbeit; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin |
Abstract | We examined the efficacy of a content acquisition and reading comprehension intervention implemented in eighth-grade social studies classrooms. Using a within-teacher randomized control design, 18 eighth-grade teachers' social studies classes were randomly assigned to a treatment or comparison condition. Teachers taught all their classes (treatment and comparison) using the same content; however, in the treatment classes, teachers used instructional practices that included comprehension canopy, essential words, knowledge acquisition, and team-based learning. Students with reading comprehension difficulties in the treatment classes (n = 359) outperformed students with reading comprehension difficulties in the comparison classes (n = 331) on measures of content knowledge acquisition and content reading comprehension but not general reading comprehension. In addition, the proportion of students with reading comprehension difficulties in classes moderated outcomes for content knowledge acquisition and content reading comprehension. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 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 |