Teaching Social Studies to Upper Elementary Students with Learning Disabilities: Graphic Organizers and Explicit Instruction

Autor/inn/en	Ciullo, Stephen; Falcomata, Terry; Vaughn, Sharon
Titel	Teaching Social Studies to Upper Elementary Students with Learning Disabilities: Graphic Organizers and Explicit Instruction
Quelle	In: Learning Disability Quarterly, 38 (2015) 1, S.15-26 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948713516767
Schlagwörter	Learning Disabilities; Social Studies; Elementary School Students; Instructional Materials; Direct Instruction; Case Studies; Comprehension; Measures (Individuals); Pretests Posttests; Student Attitudes; Urban Schools; Validity; Fidelity; Interrater Reliability + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Gemeinschaftskunde; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Case study; Fallstudie; Case Study; Verstehen; Verständnis; Messdaten; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Gültigkeit; Interrater-Reliabilität
Abstract	The authors report the effects of a single-case, multiple-probe design investigation for students with learning disabilities (LD) in Grades 4 and 5. Seven students classified as LD and with persistent difficulty with informational-text comprehension from two elementary schools participated. The study compared social studies learning across two conditions: a text-based summarization baseline and a treatment that used graphic organizers and explicit instruction. Results suggest the manifestation of a functional relation for all students on daily content quizzes and minimal performance overlap between conditions. On a pre/post social studies measure, students at both schools improved, but students at School B made greater gains at posttest. Results suggest that treatment components that have been effective for students in secondary school are promising for enhancing learning with social studies text in students with LD in Grades 4 and 5. (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