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ERIC Number: EJ1057099
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1934-5747
Promoting Acceleration of Comprehension and Content through Text in High School Social Studies Classes
Wanzek, Jeanne; Swanson, Elizabeth A.; Roberts, Greg; Vaughn, Sharon; Kent, Shawn C.
Journal of Research on Educational Effectiveness, v8 n2 p169-188 2015
The purpose of this study was to evaluate the efficacy of Promoting Acceleration of Comprehension and Content Through Text intervention implemented with 11th-grade students enrolled in U.S. History classes. Using a within-teacher randomized design, the study was conducted in 41 classes (23 treatment classes) with 14 teachers providing the treatment. Students in the treatment condition performed significantly better than students in the typical instruction comparison condition on a measure of content acquisition at posttest (ES = 0.36), as well as 4 (ES = 0.22) and 12 (ES = 0.24) weeks following treatment. There were no differences between treatment and comparison groups on measures of social studies reading comprehension or more general reading comprehension.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 11
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
IES Funded: Yes
Grant or Contract Numbers: R305F100013