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ERIC Number: EJ1051051
Record Type: Journal
Publication Date: 2015-Mar
Pages: 20
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1040-726X
Improving Middle-School Students' Knowledge and Comprehension in Social Studies: A Replication
Vaughn, Sharon; Roberts, Greg; Swanson, Elizabeth A.; Wanzek, Jeanne; Fall, Anna-Mária; Stillman-Spisak, Stephanie J.
Educational Psychology Review, v27 n1 p31-50 Mar 2015
This study aimed to replicate findings that demonstrated impact on students' reading comprehension and social studies content learning. Using a randomized control trial, intervention, and outcome measures, this study was replicated in 85 8th-grade social studies classes with 19 teachers. Teachers were provided professional development on comprehension canopy, essential words, knowledge acquisition, and the use of team-based learning. Measures of reading comprehension administered at pre- and post-testing and measure of vocabulary and knowledge acquisition was administered at pre-, post-, and two follow-up times, 4 and eight weeks following treatment. On the measure of vocabulary and knowledge acquisition, students in the treatment condition outperformed those in the comparison condition at all time points. There were no statistically significant differences for reading comprehension.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 8; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A