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ERIC Number: EJ1002172
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-0162-6434
An Analysis of Factors that Affect Struggling Readers' Achievement during a Technology-Enhanced STEM Astronomy Curriculum
Marino, Matthew T.; Black, Anne C.; Hayes, Michael T.; Beecher, Constance C.
Journal of Special Education Technology, v25 n3 p35-47 2010
This article reports the findings of a study examining independent variables that contributed to the science, technology, engineering, and mathematics (STEM) achievement of students with reading difficulties who participated in a technology-enhanced astronomy curriculum. The curriculum incorporated key elements of the Universal Design for Learning (UDL) theoretical framework. Participants (N = 1153) included middle school students from 64 inclusive science classrooms. A two-level hierarchical linear model was developed to determine the contribution of student- and teacher/classroom-level factors to the prediction of posttest and problem-solving scores. Results reveal differences across schools in the effect of being in a lower reading ability group on performance on the posttest and problem-solving measures, with some students performing at a level commensurate with their proficient reading peers. Factors associated with differential performance are identified. Implications of these findings are discussed. Areas for future research are identified. (Contains 6 tables and 4 footnotes.)
Technology and Media Division of the Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Grade 7; Grade 8; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A