Improving Middle-School Students’ Knowledge and Comprehension in Social Studies: a Replication

Vaughn, Sharon; Roberts, Gregory J; Swanson, Elizabeth; Wanzek, Jeanne; Fall, Anna-Mária; Stillman-Spisak, Stephanie J.

doi:10.1007/s10648-014-9274-2

Cited by 56 publications

(119 citation statements)

References 15 publications

Supporting

Mentioning

108

Contrasting

Order By: Relevance

“…Therefore, questions about the extent to which a set of items measure the same underlying construct can be addressed through item response analysis. In summary of the item response analysis described in Vaughn et al (2013) and replicated in Vaughn et al (2014), the fit was very good for the ASK Knowledge Acquisition test: …”

Section: Methodsmentioning

confidence: 89%

Improving Reading Comprehension and Social Studies Knowledge Among Middle School Students With Disabilities

Swanson

Wanzek

Vaughn

et al. 2015

Exceptional Children

Self Cite

View full text Add to dashboard Cite

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] = .26) and content reading comprehension (ES = .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.

show abstract

Section: Methodsmentioning

confidence: 89%

Improving Reading Comprehension and Social Studies Knowledge Among Middle School Students With Disabilities

Swanson

Wanzek

Vaughn

et al. 2015

Exceptional Children

Self Cite

View full text Add to dashboard Cite

show abstract

“…A number of intervention studies have documented a positive relation between fidelity of implementation and program outcomes (Durlak & DuPre, 2008;Fogarty et al, 2014;Vaughn et al, 2013Vaughn et al, , 2015. The effects of adaptation on program outcomes and sustainability, however, are less clear.…”

Section: Fidelity and Adaptation: Two Dimensions Of Program Implementmentioning

confidence: 99%

Effectiveness of Structured Teacher Adaptations to an Evidence‐Based Summer Literacy Program

Kim¹,

Burkhauser²,

Quinn³

et al. 2017

Reading Research Quarterly

View full text Add to dashboard Cite

The authors conducted a cluster‐randomized trial to examine the effectiveness of structured teacher adaptations to the implementation of an evidence‐based summer literacy program that provided students with (a) books matched to their reading level and interests and (b) teacher scaffolding for summer reading in the form of end‐of‐year comprehension lessons and materials sent to students’ homes in the summer months. In this study, 27 high‐poverty elementary schools (75–100% eligibility for free or reduced‐price lunch) were matched by prior reading achievement and poverty level and randomly assigned to one of two implementation conditions: a core treatment condition that directly replicated implementation procedures used in previous experiments, or a core treatment with structured teacher adaptations condition. In the adaptations condition, teachers were organized into grade‐level teams around a practical improvement goal and given structured opportunities to use their knowledge, experience, and local data to extend or modify program components for their students and local contexts. Students in the adaptations condition performed 0.12 standard deviation higher on a reading comprehension posttest than students in the core treatment. An implementation analysis suggests that fidelity to core program components was high in both conditions and that teachers in the adaptations condition primarily made changes that extended or modified program procedures and activities in acceptable ways. Adaptations primarily served to increase the level of family engagement and student engagement with summer books. These results suggest that structured teacher adaptations may enhance rather than diminish the effectiveness of an evidence‐based summer literacy program.

show abstract

“…This is accomplished through activities that build background knowledge and vocabulary through pre-teaching and meaning-based questions about text as well as through small group collaborative discussions of content that are designed to facilitate problem-solving and perspective taking (Beck, & McKeown, 2006; Beck, McKeown, Sandora, Kucan, & Worthy, 1996; McKeown, Beck, & Blake, 2009; Vaughn, Roberts, Swanson, Wanzek, Fall et al, 2015; Vaughn, Swanson, Roberts, Wanzek, Stillman-Spisak et al, 2013). In general, results suggest that content approaches lead to significant gains in knowledge acquisition (Vaughn, Roberts, et al, 2015; Vaughn, Swanson et al, 2013) and narrative and expository recall (McKeown et al, 2009), but they have not consistently impacted standardized measures of reading comprehension among students in grades 5-8 (Scammacca, Roberts, Vaughn, & Stuebing, 2015). …”

Section: Content and Text-processing Approachesmentioning

confidence: 99%

“…More recently this focus on disciplinary literacy has led to the evaluation of discipline specific instructional models that are tailored to build domain knowledge and comprehension skills that are specific to the types of texts and tasks used in secondary grade content area classrooms (e.g., English Language Arts and Social Studies) (Swanson, Wanzek, McCulley, Stillman-Spisak, Vaughn et al, 2016; Vaughn, Martinez, Wanzek, Roberts, Swanson, et al, 2016; Vaughn, Roberts, Swanson, Wanzek, Fall et al, 2015; Vaughn, Swanson et al, 2013). Across studies, results suggest that a focus on disciplinary literacy is associated with improved outcomes in reading comprehension (Vaughn et al, 2013), content acquisition and vocabulary (Vaughn et al., 2013, 2015), and sustained content knowledge and vocabulary over the course of the school year (Vaughn et al, 2015).…”

Section: Mastery Of Disciplinary Literacymentioning

confidence: 99%

“…Across studies, results suggest that a focus on disciplinary literacy is associated with improved outcomes in reading comprehension (Vaughn et al, 2013), content acquisition and vocabulary (Vaughn et al., 2013, 2015), and sustained content knowledge and vocabulary over the course of the school year (Vaughn et al, 2015). Missing from this limited body of literature are interventions specifically designed for struggling readers in the middle grades that focus on building requisite content knowledge and vocabulary knowledge for science, developing the types of comprehension strategies required to understand informational science texts, and methods for orally communicating scientific ideas.…”

Section: Mastery Of Disciplinary Literacymentioning

confidence: 99%

See 1 more Smart Citation

Effects of a Text-Processing Comprehension Intervention on Struggling Middle School Readers

Barth

Vaughn

Capin

et al. 2016

Topics in Language Disorders

Self Cite

View full text Add to dashboard Cite

Purpose: We examined the effects of a text-processing reading comprehension intervention emphasizing listening comprehension and expressive language practices with middle school students with reading difficulties. Method: A total of 134 struggling readers in grades 6–8 were randomly assigned to treatment (n = 83) and control conditions (n = 51) using a 2:1 ratio (two students randomized to treatment for every one student randomized to control). Students in the treatment condition received 40 min of daily instruction in small groups of four to six students for approximately 17 hr. Results: One-way analysis of covariance models on outcome measures with the respective pretest scores as a covariate revealed significant gains on proximal measures of vocabulary and key word and main idea formulation. No significant differences were found on standardized measures of listening and reading comprehension. Discussion: Results provide preliminary support for integrating listening comprehension and expressive language practices within a text-processing reading comprehension intervention framework for middle-grade struggling readers.

show abstract

Improving Middle-School Students’ Knowledge and Comprehension in Social Studies: a Replication

Cited by 56 publications

References 15 publications

Improving Reading Comprehension and Social Studies Knowledge Among Middle School Students With Disabilities

Improving Reading Comprehension and Social Studies Knowledge Among Middle School Students With Disabilities

Effectiveness of Structured Teacher Adaptations to an Evidence‐Based Summer Literacy Program

Effects of a Text-Processing Comprehension Intervention on Struggling Middle School Readers

Contact Info

Product

Resources

About