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SACAD: John Heinrichs Scholarly and Creative Activity Days

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

Advanced Education Programs

Submission Type

Poster

Date

4-17-2023

Rights

Copyright the Author(s)

Comments

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