Supporting Written Scientific Explanations of Middle-School Students with Learning Disabilities

Authors

Brooke Moore, Fort Hays State UniversityFollow
Steve Skoczek, Fort Hays State UniversityFollow

Classification

Empirical Faculty/Staff

Abstract

This study examined written scientific explanations of 66 middle-school students with learning disabilities (LD) compared with a matched control group of students without LD following instruction in a science unit with embedded supports for writing explanations. Post unit written explanations of students with LD were statistically significantly higher. There were no differences between post-unit written explanations of students with or without LD demonstrating matched gains, yet students without LD demonstrated more growth in overall content knowledge.

Department/Program

Advanced Education Programs

Submission Type

in-person poster

DOI

10.58809/BSKO2890

Date

4-17-2023

Rights

Copyright the Author(s)

Comments

For questions contact ScholarsRepository@fhsu.edu

Recommended Citation

Moore, Brooke and Skoczek, Steve (2023) "Supporting Written Scientific Explanations of Middle-School Students with Learning Disabilities," SACAD: John Heinrichs Scholarly and Creative Activity Days: Vol. 2023, Article 40.
DOI: 10.58809/BSKO2890
Available at: https://scholars.fhsu.edu/sacad/vol2023/iss2023/40