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