The Efficacy of a Content Area Reading Comprehension Intervention for Students with Disabilities
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| Title: | The Efficacy of a Content Area Reading Comprehension Intervention for Students with Disabilities |
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| Language: | English |
| Authors: | Sharon Vaughn (ORCID |
| Source: | Grantee Submission. 2025. |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A190072 |
| Document Type: | Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 8 |
| Descriptors: | Pilot Projects, Content Area Reading, Faculty Development, Social Studies, Intervention, Reading Comprehension, Reading Instruction, Teaching Methods, Students with Disabilities, Urban Schools, Middle School Teachers, Effect Size, Individualized Instruction, Program Effectiveness, Middle School Students, Grade 8, School Districts, Student Characteristics, Team Teaching, Coaching (Performance), Reading Tests |
| DOI: | 10.1177/07419325241310499 |
| Abstract: | This pilot study investigated the efficacy of the Promoting Adolescent Comprehension Through Text (PACT) intervention, a social studies content knowledge and reading comprehension set of practices implemented with social studies classes including students with disabilities. Social studies general education teachers were provided with professional development on the PACT and differentiation practices to support students with disabilities in the general education classroom. A total of 28 teachers and 893 students (58 students with disabilities) participated in the study, across 20 rural and urban middle schools. Effect sizes (ES) ranged from 0.21 to 0.36 on measures of content knowledge acquisition and reading comprehension for students with disabilities in the treatment classes. [This is the online first version of an article published in "Remedial and Special Education."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED670919 |
| Database: | ERIC |
| Abstract: | This pilot study investigated the efficacy of the Promoting Adolescent Comprehension Through Text (PACT) intervention, a social studies content knowledge and reading comprehension set of practices implemented with social studies classes including students with disabilities. Social studies general education teachers were provided with professional development on the PACT and differentiation practices to support students with disabilities in the general education classroom. A total of 28 teachers and 893 students (58 students with disabilities) participated in the study, across 20 rural and urban middle schools. Effect sizes (ES) ranged from 0.21 to 0.36 on measures of content knowledge acquisition and reading comprehension for students with disabilities in the treatment classes. [This is the online first version of an article published in "Remedial and Special Education."] |
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| DOI: | 10.1177/07419325241310499 |
