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Improving Reading Comprehension and Social Studies Knowledge in Middle School
Author(s) -
Vaughn Sharon,
Swanson Elizabeth A.,
Roberts Greg,
Wanzek Jeanne,
StillmanSpisak Stephanie J.,
Solis Michael,
Simmons Deborah
Publication year - 2013
Publication title -
reading research quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.162
H-Index - 90
eISSN - 1936-2722
pISSN - 0034-0553
DOI - 10.1002/rrq.039
Subject(s) - reading comprehension , comprehension , psychology , reading (process) , social studies , knowledge level , mathematics education , linguistics , pedagogy , philosophy
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers ( n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practices focused on teaching essential words, text as a source for reading and discussion, and team‐based learning approaches. Students in the treatment conditions ( n = 261) scored statistically higher than students in the comparison conditions ( n = 158) on all three outcomes: content acquisition ( ES = 0.17), content reading comprehension ( ES = 0.29), and standardized reading comprehension ( ES = 0.20). Findings are interpreted as demonstrating support for the treatment in improving both knowledge acquisition and reading comprehension within content area instruction.