Class Percentage of Students with Reading Difficulties on Content Knowledge and Comprehension

Autor/inn/en	Vaughn, Sharon; Fall, Anna-Mária; Roberts, Greg; Wanzek, Jeanne; Swanson, Elizabeth; Martinez, Leticia R.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01