NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1049178
Record Type: Journal
Publication Date: 2015-Feb
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0731-9487
Teaching Social Studies to Upper Elementary Students with Learning Disabilities: Graphic Organizers and Explicit Instruction
Ciullo, Stephen; Falcomata, Terry; Vaughn, Sharon
Learning Disability Quarterly, v38 n1 p15-26 Feb 2015
The authors report the effects of a single-case, multiple-probe design investigation for students with learning disabilities (LD) in Grades 4 and 5. Seven students classified as LD and with persistent difficulty with informational-text comprehension from two elementary schools participated. The study compared social studies learning across two conditions: a text-based summarization baseline and a treatment that used graphic organizers and explicit instruction. Results suggest the manifestation of a functional relation for all students on daily content quizzes and minimal performance overlap between conditions. On a pre/post social studies measure, students at both schools improved, but students at School B made greater gains at posttest. Results suggest that treatment components that have been effective for students in secondary school are promising for enhancing learning with social studies text in students with LD in Grades 4 and 5.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A