The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students with and without Disabilities

Autor/inn/en	Swanson, Elizabeth; Vaughn, Sharon; Fall, Anna-Maria; Stevens, Elizabeth A.; Stewart, Alicia A.; Capin, Philip; Roberts, Greg
Titel	The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students with and without Disabilities
Quelle	In: Exceptional Children, 87 (2021) 4, S.497-516 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Swanson, Elizabeth) ORCID (Stevens, Elizabeth A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029211007149
Schlagwörter	Grade 4; Students with Disabilities; Reading Comprehension; Reading Skills; Faculty Development; Program Effectiveness; Reading Instruction; Vocabulary Development; Social Studies; Knowledge Level; Content Area Reading; Elementary School Students; Elementary School Teachers; Teacher Competencies; Program Implementation; Fidelity; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Leseverstehen; Reading skill; Lesefertigkeit; Leseunterricht; Wortschatzarbeit; Gemeinschaftskunde; Wissensbasis; Sinnerfassendes Lesen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst
Abstract	This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development (RPD), school-supported professional development (SPD), or business as usual (BAU). Treatment teachers received 12 hr of professional development distributed over time and delivered a set of instructional practices for teaching vocabulary and comprehension embedded within 36 social studies lessons (45 min per lesson). Findings revealed that students with and without disabilities in classes assigned to STRIVE treatment (SPD and RPD) outperformed their peers in classes assigned to the BAU condition at a statistically significant level on measures of content knowledge and content vocabulary and a distal measure of vocabulary. STRIVE did not affect students with disabilities (SWDs) and without disabilities differentially on the measures of content knowledge and distal vocabulary, though effects sizes for non-SWDs in SPD and RPD were larger than those for SWDs. [For the corresponding grantee submission, see ED612377.] (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