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

2018 ◽  
Vol 52 (2) ◽  
pp. 120-134 ◽  
Author(s):  
Sharon Vaughn ◽  
Anna-Mária Fall ◽  
Greg Roberts ◽  
Jeanne Wanzek ◽  
Elizabeth Swanson ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Social Studies ◽  
Knowledge Acquisition ◽  
Content Knowledge ◽  
Eighth Grade ◽  
Content Acquisition ◽  
Team Based Learning ◽  
Randomized Control ◽  
Comprehension Intervention ◽  
Content Reading

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.

Effective Practices for Teaching Content Area Reading

2020 ◽  
Author(s):  
Elizabeth A. Stevens ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Social Studies ◽  
General Education ◽  
Reading Instruction ◽  
Reading Skills ◽  
Content Area Reading ◽  
Content Area ◽  
Grade Levels ◽  
Content Acquisition ◽  
Social Studies Instruction

Adequate reading skills are necessary for college and career readiness and success in the work force, but many students do not have sufficient reading skills. The 2019 National Assessment of Educational Progress demonstrated that fourth- and eighth-grade students had made little to no progress in reading since the previous report in 2017. Elementary level students often receive dedicated English language arts instruction during the day, but this is not always true for secondary level students . One way that educators can support students across the grade levels is by providing evidence-based reading instruction within content areas (i.e., science and social studies instruction). Researchers have investigated ways for teachers to provide high-quality content area reading instruction to support the reading comprehension and content acquisition of students in general education settings. Previous research suggests that paraphrasing and text structure instruction support readers’ identification of key ideas and the integration of those ideas across paragraphs and passages when reading content area texts. These practices align with reading comprehension theory in support of conscious text processing while reading. Teaching readers to generate main ideas during reading may improve the reading outcomes and content acquisition outcomes not only for typical readers but also for struggling readers and those identified for special education. Educators’ implementation of such practices within science and social studies instruction may improve students’ reading performance and content learning across grade levels.

The Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High School

2014 ◽  
Vol 7 (2) ◽  
pp. 183-204 ◽  
Author(s):  
Jeanne Wanzek ◽  
Sharon Vaughn ◽  
Shawn C. Kent ◽  
Elizabeth A. Swanson ◽  
Greg Roberts ◽  
...  
Keyword(s):  
High School ◽  
Social Studies ◽  
Knowledge Acquisition ◽  
Team Based Learning

Examining the Role of Pre-Instruction Academic Performance Within A Text-based Approach to Improving Student Content Knowledge and Understanding

2018 ◽  
Vol 85 (2) ◽  
pp. 212-228
Author(s):  
Jeanne Wanzek ◽  
Greg Roberts ◽  
Sharon Vaughn ◽  
Elizabeth Swanson ◽  
Katherine Sargent
Keyword(s):  
Reading Achievement ◽  
Social Studies ◽  
General Education ◽  
Knowledge Acquisition ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Content Knowledge ◽  
Background Knowledge ◽  
Achievement Level ◽  
Class Level

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.

Examining the Effects of a Tier 2 Reading Comprehension Intervention Aligned to Tier 1 Instruction for Fourth-Grade Struggling Readers

2020 ◽  
Vol 86 (4) ◽  
pp. 430-448
Author(s):  
Elizabeth A. Stevens ◽  
Sharon Vaughn ◽  
Elizabeth Swanson ◽  
Nancy Scammacca
Keyword(s):  
Reading Comprehension ◽  
Social Studies ◽  
Small Group ◽  
Content Knowledge ◽  
Struggling Readers ◽  
Group Intervention ◽  
Tier 2 ◽  
Tier 1 ◽  
Tier 2 Intervention ◽  
Social Studies Instruction

This article presents findings from a quasiexperimental study examining the effects of a Tier 2 intervention aligned to Tier 1 instruction, a nonaligned Tier 2 intervention, and a business-as-usual (BAU) comparison on the content knowledge, vocabulary, and reading outcomes of fourth-grade struggling readers. In the aligned condition, teachers were trained to provide content-area reading practices during social studies, and struggling readers from these classes received small-group intervention aligned to those practices, allowing for additional practice opportunities with feedback. Struggling readers in the nonaligned condition received the same small-group intervention, though they were not provided the comprehension practices during their Tier 1 social studies instruction. Students in the BAU received typical social studies instruction and typical intervention. Results yielded statistically significant, positive effects in favor of the aligned condition on proximal measures of content knowledge and vocabulary but no significant differences on standardized measures of reading comprehension and vocabulary.

PEGARUH PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF DAN GAYA BELAJAR KOGNITIF TERHADAP HASIL BELAJAR ILMU PENGETAHUAN SOSIAL

Akademika ◽  
2017 ◽  
Vol 6 (02) ◽  
pp. 61-70
Author(s):  
Nursanita Nasution ◽  
Acep Nurulah
Keyword(s):  
Middle School ◽  
Cooperative Learning ◽  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Boarding School ◽  
Experimental Comparison ◽  
Eighth Grade ◽  
Learning Models ◽  
Eighth Grade Students

This study aims to determine the effect of cooperative learning models and studentlearning styles on the results of learning Social Sciences. Conventional learning models thatrely on reading books, multiplying practice exercises, teacher explanations in the classroom,students are expected to be more diligent in practicing questions suspected of influencingsocial studies learning outcomes. Conventional models are considered to be less than optimal,because basically students will easily feel bored because they have to open sheets per sheetby understanding the contents of the book and listening to the teacher's explanation in frontof the class verbally.This study uses an experimental comparison method containing activities planned and carriedout by researchers, 2x2 factorial design in this study to find out whether there are differencesin social studies learning outcomes between students who obtain learning with cooperativelearning models and students who obtain conventional learning. The population in this studywere all eighth grade students of Al-Kamil Middle School Islamic Boarding School in CianjurRegency, West Java. Affordable population there are eighth grade students of Al-KamilMiddle School Islamic Boarding School District. Cianjur numbered 120 students. The resultsof this study indicate that there is an interaction effect between learning models and learningstyles on the results of social studies learning at Al-Kamil Middle School Islamic BoardingSchool. Learning outcomes of students who have independent learning styles and followcooperative learning models are higher than students' learning outcomes that followconventional learning models. Likewise the learning outcomes of students who havedependent learning styles and follow cooperative learning models are higher than students'learning outcomes that follow conventional learning models

Utilizing Group Investigation Techniques to Enhance Students’ Reading Comprehension Skills on Recount Text

2020 ◽  
Vol 3 (2) ◽  
pp. 53-61
Author(s):  
Ledy Nur Lely ◽  
Welliam Hamer ◽  
Fathimah Zahroh
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Posttest Score ◽  
Eighth Grade ◽  
Investigation Technique ◽  
Eighth Grade Students ◽  
Class Viii

Recount text is one of the texts in writing which must be taught and stated in Junior High School curriculum. Some students felt that reading text is boring because the students tend to be very lazy to read the text, so that they are not interested in English lessons. The researchers used group investigation technique as one of alternatives in teaching and learning to develop the material and make students more active and interested in class. The objective of this research is to find out whether teaching using group investigation technique is able to develop the students’ reading in recount text at the eighth grade students of SMP Negeri 17 Kota Serang. The methodology of this research was a quantitative research method by using true experimental design. The study was carried out into two classes, Class VIII E as experimental class, and Class VIII C as control class. The results of the study showed that group investigation was able to develop students’ reading comprehension in recount text. Mean of posttest score of the experimental class (67.31) was higher than the control class (64.18). Based on the statistical analysis using t-test analysis, it showed the value of tcount ≥ ttable = 49.12 ≥ 1.99. It means that (Ha) was accepted and the (H0) was rejected. It can be concluded that group investigation is able to develop students’ reading comprehension in recount text at eighth grade students of SMP Negeri 17 Kota Serang.

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