
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
Date
4-17-2023
Rights
Copyright the Author(s)
Recommended Citation
Moore, Brooke and Skoczek, Steve
(2023)
"Supporting Written Scientific Explanations of Middle-School Students with Learning Disabilities,"
SACAD: Scholarly Activities: Vol. 2023, Article 40.
DOI: 10.58809/BSKO2890
Available at:
https://scholars.fhsu.edu/sacad/vol2023/iss2023/40
Comments
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