Teaching Students with and without Learning Disabilities to Use a Scientific Argumentative Writing Strategy in Inclusive Science Classes
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| Title: | Teaching Students with and without Learning Disabilities to Use a Scientific Argumentative Writing Strategy in Inclusive Science Classes |
|---|---|
| Language: | English |
| Authors: | Joseph R. Boyle (ORCID |
| Source: | Learning Disabilities Research & Practice. 2026 41(1):48-64. |
| Availability: | 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: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 9 Junior High Schools Middle Schools |
| Descriptors: | Students with Disabilities, Learning Disabilities, Persuasive Discourse, Science Education, Inclusion, Writing Strategies, Writing (Composition), Logical Thinking, Writing Skills, Instructional Materials, High School Students, Biology, Program Effectiveness, Writing Difficulties, Intervention, Grade 9 |
| DOI: | 10.1177/09388982251359640 |
| ISSN: | 0938-8982 1540-5826 |
| Abstract: | In inclusive science classrooms, Next Generation Science Standards (NGSS) have changed how science is taught in recent years. For example, students are now taught scientific concepts and practices that involve using complex skills such as argumentation and reasoning and then applying these skills during writing activities. Unfortunately, students with learning disabilities (SWLD) often experience difficulties with scientific reasoning and argumentation as well as writing skills. To address these concerns, a scientific argumentative writing intervention was developed comprised of an argumentative strategy and a graphic organizer. Seventy high school biology students, 19 of whom were SWLD, were randomly assigned to either the experimental or the control group. Students in the experimental group were taught the intervention. Findings showed that students in the experimental group outperformed students in the control group on the amount of text written and the quality of their essays. Limitations of the study, as well as implications for teachers, are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497225 |
| Database: | ERIC |
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