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A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-Economic Status Middle School Students: Findings from First-Year Implementation
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Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Guerrero, Cindy; Fan, Yinan; Huerta, Margarita – International Journal of Science Education, 2014
This paper presents the findings from a randomized control trial study of reading/literacy-integrated science inquiry intervention after 1 year of implementation and the treatment effect on 5th-grade low-socio-economic African-American and Hispanic students' achievement in science and English reading. A total of 94 treatment students and 194…
Descriptors: Middle School Students, Economically Disadvantaged, African American Students, Hispanic American Students
Improving Reading of Science Text for Secondary Students with Learning Disabilities: Effects of Text Reading, Vocabulary Learning, and Combined Approaches to Instruction
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Seifert, Kathleen; Espin, Christine – Learning Disability Quarterly, 2012
This study examined the effects of three types of reading interventions on the science text reading of secondary students with learning disabilities (LD). Twenty 10th-grade students with LD participated in the study. Using a within-subjects design, the relative effects of three different instructional approaches--text reading, vocabulary learning,…
Descriptors: Learning Disabilities, Reading Fluency, Direct Instruction, Vocabulary Development