NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1065065
Record Type: Journal
Publication Date: 2015-Jul
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0014-4029
Improving Reading Comprehension and Social Studies Knowledge among Middle School Students with Disabilities
Swanson, Elizabeth; Wanzek, Jeanne; Vaughn, Sharon; Roberts, Greg; Fall, Ana-Mari
Exceptional Children, v81 n4 p426-442 Jul 2015
This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by eighth-grade general education social studies teachers among students with disabilities included in the classes. Data on students with disabilities across 2 years of study were combined for the analysis presented here. Students in the treatment conditions (n?= 72) scored statistically higher than students in the comparison conditions (n?= 58) on knowledge acquisition (effect size [ES]?= 0.26) and content reading comprehension (ES?= 0.34) but not standardized reading comprehension. Findings are interpreted as demonstrating support for the treatment in improving both knowledge acquisition and reading comprehension within content area instruction among students with disabilities served in the general education social studies classroom.
SAGE Publications. 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: Middle Schools; Secondary Education; Junior High Schools; Grade 8; Elementary Education
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