Sharon Vaughn, Jeanne Wanzek, Leticia R. Martinez, Eleanor M. Hancock, Anna-Mari Fall, S. Blair Payne, Sally K. Fluhler
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引用次数: 0
Abstract
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 development on the PACT and differentiation practices to support students with disabilities in the general education classroom. A total of 28 teachers and 893 students (58 students with disabilities) participated in the study, across 20 rural and urban middle schools. Effect sizes (ES) ranged from 0.21 to 0.36 on measures of content knowledge acquisition and reading comprehension for students with disabilities in the treatment classes.
期刊介绍：
Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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