English Learner and Non-English Learner Students with Disabilities: Content Acquisition and Comprehension
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| Title: | English Learner and Non-English Learner Students with Disabilities: Content Acquisition and Comprehension |
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| Language: | English |
| Authors: | Jeanne Wanzek, Elizabeth Swanson, Sharon Vaughn, Greg Roberts, Anna-Mária Fall |
| Source: | Grantee Submission. 2016 82(ptional):428-442. |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2016 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305F100013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | English Language Learners, Reading Comprehension, Students with Disabilities, Teaching Methods, Social Studies, General Education, Grade 8, Scores, Course Content, Content Area Reading, Instructional Effectiveness, Critical Reading, Reading Instruction |
| DOI: | 10.1177/0014402915619419 |
| Abstract: | This study investigated the effects of Promoting Adolescent Comprehension Through Text (PACT), a content knowledge and comprehension treatment for English learner and non-English learner students with disabilities who were provided instruction in general education social studies classrooms. Eighth-grade students with disabilities in the treatment condition (n = 59) scored significantly higher than students with disabilities in the comparison condition (n = 89) on a measure of content knowledge (effect size = 0.51). Students with disabilities in both study groups scored similarly on measures of content reading comprehension and general reading comprehension. In addition, the effect of treatment did not differ between English learner and non-English learner students with disabilities. Overall, the findings support the use of the instructional practices for improving content acquisition in general education social studies classes for English learner and non-English learner students with disabilities. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED652221 |
| Database: | ERIC |
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| Abstract: | This study investigated the effects of Promoting Adolescent Comprehension Through Text (PACT), a content knowledge and comprehension treatment for English learner and non-English learner students with disabilities who were provided instruction in general education social studies classrooms. Eighth-grade students with disabilities in the treatment condition (n = 59) scored significantly higher than students with disabilities in the comparison condition (n = 89) on a measure of content knowledge (effect size = 0.51). Students with disabilities in both study groups scored similarly on measures of content reading comprehension and general reading comprehension. In addition, the effect of treatment did not differ between English learner and non-English learner students with disabilities. Overall, the findings support the use of the instructional practices for improving content acquisition in general education social studies classes for English learner and non-English learner students with disabilities. |
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| DOI: | 10.1177/0014402915619419 |
