NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1104766
Record Type: Journal
Publication Date: 2016-Jul
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0014-4029
English Learner and Non-English Learner Students with Disabilities: Content Acquisition and Comprehension
Wanzek, Jeanne; Swanson, Elizabeth; Vaughn, Sharon; Roberts, Greg; Fall, Anna-Mária
Exceptional Children, v82 n4 p428-442 Jul 2016
This study investigated the effects of Promoting Adolescent Comprehension Through Text (PACT), a content knowledge and comprehension treatment for English learner and non--English learner students with disabilities who were provided instruction in general education social studies classrooms. Eighth-grade students with disabilities in the treatment condition (n = 59) scored significantly higher than students with disabilities in the comparison condition (n = 89) on a measure of content knowledge (effect size = 0.51). Students with disabilities in both study groups scored similarly on measures of content reading comprehension and general reading comprehension. In addition, the effect of treatment did not differ between English learner and non--English learner students with disabilities. Overall, the findings support the use of the instructional practices for improving content acquisition in general education social studies classes for English learner and non--English learner students with disabilities.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A