Examining the Role of Pre-Instruction Academic Performance within a Text-Based Approach to Improving Student Content Knowledge and Understanding

Autor/inn/en	Wanzek, Jeanne; Roberts, Greg; Vaughn, Sharon; Swanson, Elizabeth; Sargent, Katherine
Titel	Examining the Role of Pre-Instruction Academic Performance within a Text-Based Approach to Improving Student Content Knowledge and Understanding
Quelle	In: Exceptional Children, 85 (2019) 2, S.212-228 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roberts, Greg) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402918783187
Schlagwörter	Academic Achievement; Student Improvement; Randomized Controlled Trials; Adolescents; Reading Achievement; Social Studies; Intervention; General Education; Teaching Methods; Grade 8; Reading Comprehension; Middle School Teachers; Middle School Students; Disabilities; Knowledge Level + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Leseleistung; Gemeinschaftskunde; Allgemein bildendes Schulwesen; Allgemeinbildung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 08; 8. Schuljahr; Schuljahr 08; Leseverstehen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Handicap; Behinderung; Wissensbasis
Abstract	Students with disabilities are often included in general education social studies classes, but these classes can differ in the achievement level of the overall class, including wide variation in content-related background knowledge, reading achievement, or both. The purpose of this study was to examine how background knowledge and reading achievement moderate the effects of a previously validated intervention, Promoting Adolescents' Comprehension of Text (PACT). We examined data from a prior randomized control trial of 1,487 eighth-grade students in 85 classes that were randomly assigned at the class level to receive either PACT instructional practices or typical instructional practices using the same social studies content. Results of the current study reveal no moderating effect at the class level of either initial background knowledge or reading achievement on student content knowledge acquisition or content reading comprehension outcomes. Classes with varying levels of background knowledge and reading achievement performed similarly in PACT instruction, with benefits of the PACT instruction found on content knowledge acquisition. (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