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Sharon Vaughn; Jeanne Wanzek; Leticia R. Martinez; Eleanor M. Hancock; Anna-Mari Fall; S. Blair Payne; Sally K. Fluhler – Grantee Submission, 2025
This pilot study investigated the efficacy of the Promoting Adolescent Comprehension Through Text (PACT) intervention, a social studies content knowledge and reading comprehension set of practices implemented with social studies classes including students with disabilities. Social studies general education teachers were provided with professional…
Descriptors: Pilot Projects, Content Area Reading, Faculty Development, Social Studies
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Pratt, Sharon M.; Coleman, Julianne M. – Elementary School Journal, 2020
This convergent mixed-methods study investigated what urban fourth-grade students self-reported for navigating multimodal science books. Reported strategies included general reading processes, clarifying understanding, selecting portions to read, choosing an order to read the text, and interpreting the process in the text. A range of metacognitive…
Descriptors: Urban Schools, Grade 4, Science Instruction, Reading Processes
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Jian, Yu-Cin – Research in Science Education, 2020
Scientific texts are often multimodal, consisting of both text and illustrations. However, previous research indicates that young readers are poor at using text-and-illustration integration strategies and at in-depth processing of scientific illustration information. This study used an experimental paradigm to teach strategies of illustration…
Descriptors: Biology, Illustrations, Science Materials, Content Area Reading
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Yulia, Made Frida; Sulistyo, Gunadi Harry; Cahyono, Bambang Yudi – International Journal of Evaluation and Research in Education, 2020
Academic reading is an inescapable task in higher education. Due to its importance for study success, students are required to maintain their academic reading engagement. With engagement, they would be enabled to persevere and be more spirited in their reading efforts. However, not all students perceive academic reading positively, particularly in…
Descriptors: Affective Behavior, Learner Engagement, English (Second Language), Second Language Instruction
Quigley, Alex – Routledge, Taylor & Francis Group, 2020
Our pupils' success will be defined by their ability to read fluently and skilfully. But despite universal acceptance of reading's vital importance, the reading gap in our classroom remains, and it is linked to an array of factors, such as parental wealth, education and book ownership, as well as classroom practice. To close this gap, we need to…
Descriptors: Reading Achievement, Achievement Gap, Reading, Reading Instruction
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O'Reilly, Tenaha; Sabatini, John; Wang, Zuowei – Reading Psychology, 2019
The purpose of this investigation was to determine the impact of students' background knowledge and how they utilized "don't know" affordances to comprehend and learn from text. In two studies, over 8,000 middle and high school students interacted with a content-area learning environment in which they answered a series of background…
Descriptors: Middle School Students, High School Students, Knowledge Level, Affordances
O'Reilly, Tenaha; Sabatini, John; Wang, Zuowei – Grantee Submission, 2019
The purpose of this investigation was to determine the impact of students' background knowledge and how they utilized "don't know" affordances to comprehend and learn from text. In two studies, over 8,000 middle and high school students interacted with a content-area learning environment in which they answered a series of background…
Descriptors: Middle School Students, High School Students, Knowledge Level, Affordances
Tim T. Andress – ProQuest LLC, 2024
The literacy instruction that adolescent emergent bilingual (EB) students currently receive is insufficient to improve their writing proficiency (Graham et al., 2021; National Center for Education Statistics, 2012). To promote improvements in EBs' writing, evidence-based practices that are culturally and linguistically responsive must be provided…
Descriptors: Bilingualism, Literacy Education, Evidence Based Practice, English
Shelton, Alexandra; Lemons, Christopher J.; Wexler, Jade – Intervention in School and Clinic, 2021
Being able to identify the main ideas within a complex multi-paragraph content-area text is an essential reading comprehension skill. It is especially important for content-area and special education co-teachers to provide explicit instruction in this skill to meet the needs of their students with learning disabilities who frequently struggle with…
Descriptors: Team Teaching, Content Area Reading, Reading Comprehension, Middle School Students
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Alhumsi, Mohammad Husam A. – MEXTESOL Journal, 2021
Beginning in early 2020, the world began experiencing the first effects of the Coronavirus (COVID-19) pandemic. As with other new emerging infectious diseases, it had been noted that a medical student's ability to read about and learn the correct reactions to this kind of event is urgent (Al-Mohrej & Agha, 2017). Therefore, medical school…
Descriptors: Foreign Countries, COVID-19, Pandemics, Medical Students
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Gutierrez de Blume, Antonio P.; Katz, Anne; Bass, Jenna – Journal of Research in Reading, 2021
Background: Reading comprehension is an essential skill not only during learning but also to successfully navigate everyday life. However, reading comprehension is a task that is challenging even among some adept readers. Thus, in the present investigation, we explored how to improve reading comprehension skills among a sample of middle school…
Descriptors: Reading Comprehension, Rural Areas, Middle School Students, Pretests Posttests
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Buchholz, Beth; Pyles, Damiana; Hash, Peaches; Hagaman, Kris – Science and Children, 2021
"Science and Children" routinely addresses the challenges teachers face in integrating the "Common Core State Standards" ("CCSS") alongside the "Next Generation Science Standards" ("NGSS") (e.g., Forsythe, Jackson, and Contreras 2018; Sweetman and Sabella 2018). This article aims to extend this…
Descriptors: Science Instruction, Interdisciplinary Approach, Kindergarten, Video Technology
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Boyle, Susannah; Rizzo, Karen L.; Taylor, Jonte' C. – Asia-Pacific Science Education, 2021
An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers,…
Descriptors: Barriers, Science Education, Special Needs Students, Science Instruction
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Calo, Kristine – Dimensions of Early Childhood, 2020
For early childhood educators, social studies help young children learn what it means to be contributing, productive members of their family, as well as of their classroom, school, neighborhood, community, and the world. In PreK-grade 3 classrooms, children learn about rules--at home, in school, and in the community. While the need for social…
Descriptors: Social Studies, Family Involvement, Early Childhood Education, Interdisciplinary Approach
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Parker, Nicole; Breitenstein, Janet; D'On Jones, Cindy – Journal of Curriculum and Teaching, 2020
Disciplinary literacy strategies in mathematics lessons are essential and may be embedded in three necessary parts of the lesson: before reading, during reading, and after reading. In this article, we highlight disciplinary literacy strategies that middle school mathematics teachers might implement to guide students to increased mathematical…
Descriptors: Mathematics Instruction, Middle School Teachers, Secondary School Mathematics, Teaching Methods
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