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Autor/inn/en | Ciullo, Stephen; Collins, Alyson; Wissinger, Daniel R.; McKenna, John William; Lo, Yu-Ling; Osman, David |
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Titel | Students with Learning Disabilities in the Social Studies: A Meta-Analysis of Intervention Research |
Quelle | In: Exceptional Children, 86 (2020) 4, S.393-412 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0014-4029 |
DOI | 10.1177/0014402919893932 |
Schlagwörter | Students with Disabilities; Learning Disabilities; Social Studies; Intervention; Program Effectiveness; Course Content; Knowledge Level; Instructional Materials; History Instruction; Thinking Skills; Reading Skills; Educational Technology; Elementary Secondary Education; Grouping (Instructional Purposes) Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Gemeinschaftskunde; Kursprogramm; Wissensbasis; Lehrmaterial; Lehrmittel; Unterrichtsmedien; History lessons; Geschichtsunterricht; Denkfähigkeit; Reading skill; Lesefertigkeit; Grouping; Gruppenbildung |
Abstract | This meta-analysis synthesized over 40 years of research (k = 42 studies) in the social studies for students with learning disabilities. We analyzed the various mechanisms that researchers have used to improve outcomes in the social studies by conducting a subgroup investigation of interventions targeting the following instructional categories: (a) content acquisition, (b) general literacy in social studies, (c) alternative or digitized text, and (d) historical reasoning. The subgroup meta-analyses resulted in considerable variability across study and intervention components. Meta-analysis robust variance estimation procedures were used to aggregate standardized mean difference effect sizes of treatment and comparison groups. Implications for future research and suggestions for classroom instruction are provided. (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 | 2024/1/01 |