University of Texas at Austin, Austin, TX, USA.
Vanderbilt University, Nashville, TN, USA.
J Learn Disabil. 2019 Mar/Apr;52(2):120-134. doi: 10.1177/0022219418775117. Epub 2018 May 21.
We examined the efficacy of a content acquisition and reading comprehension intervention implemented in eighth-grade social studies classrooms. Using a within-teacher randomized control design, 18 eighth-grade teachers' social studies classes were randomly assigned to a treatment or comparison condition. Teachers taught all their classes (treatment and comparison) using the same content; however, in the treatment classes, teachers used instructional practices that included comprehension canopy, essential words, knowledge acquisition, and team-based learning. Students with reading comprehension difficulties in the treatment classes ( = 359) outperformed students with reading comprehension difficulties in the comparison classes ( = 331) on measures of content knowledge acquisition and content reading comprehension but not general reading comprehension. In addition, the proportion of students with reading comprehension difficulties in classes moderated outcomes for content knowledge acquisition and content reading comprehension.
我们考察了在八年级社会研究课堂中实施的内容获取和阅读理解干预的效果。采用教师内随机对照设计，将 18 位八年级教师的社会研究课随机分配到处理组或对照组。教师使用相同的内容教授所有班级（处理组和对照组）；然而，在处理组班级中，教师采用了包括理解树冠、关键词、知识获取和团队学习在内的教学实践。在处理组（ = 359）中，阅读理解有困难的学生在内容知识获取和内容阅读理解方面的表现优于对照组（ = 331），但在一般阅读理解方面没有差异。此外，班级中阅读理解有困难的学生比例调节了内容知识获取和内容阅读理解的结果。
