Shawn C. Kent

A Synthesis and Meta-Analysis of Reading Interventions Using Social Studies Content for Students With Learning Disabilities:

A synthesis and meta-analysis of the extant research on the effects of reading interventions delivered using social studies content for students with learning disabilities in kindergarten through Grade 12 is provided. A total of 27 studies met criteria for the synthesis, with 16 studies providing sufficient data for inclusion in the meta-analysis. Reading interventions implemented within the context of social studies have employed the use of graphic organizers, mnemonics, reading and answering questions, guided notes, and multicomponent comprehension instruction. The overall mean effect size for interventions included in the meta-analysis was 1.02, indicating that reading interventions delivered using social studies content have a substantial positive effect on outcomes among students with learning disabilities.

Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High School

Abstract This randomized control trial examined the efficacy of team-based learning implemented within 11th-grade social studies classes. A randomized blocked design was implemented with 26 classes randomly assigned to treatment or comparison. In the treatment classes teachers implemented team-based learning practices to support students in engaging in dialogue about course content, application of content to solve problems, and use of evidence to support responses. Significant differences in favor of the treatment group on content acquisition were noted (Hedgess g =.19). Examination of differences in response to the treatment indicated groups of students classified with high or moderate pretest scores benefitted from the treatment, whereas a group of students classified with low pretest scores did not benefit from the treatment.

The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students at Risk of Reading Difficulties.

For many students at risk of reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student’s Tier I reading instruction as one element for preventing reading difficulties and identifying students with a learning disability. The purpose of this study was to examine the amount of time kindergarten students at risk of reading difficulties actively engaged in reading print during Tier I reading instruction, and the extent to which time in reading print was related to end-of-year reading achievement. Findings revealed the amount of time students were engaged in reading print predicted end-of-year reading achievement, although time engaged in reading print during Tier I was limited overall. Student- and teacher-level factors and their relationship to the amount of time students engage in reading print is also examined.

Implementing Team-Based Learning in Middle School Social Studies Classes

ABSTRACT The authors examined the effects of team-based learning (TBL) implemented in Grade 8 social studies classes on student content acquisition. Twenty-four classes were randomly assigned to treatment or comparison blocking on teacher. In the treatment classes teachers integrated TBL practices in the content instruction. The authors examined teacher instruction in the treatment and comparison classes during implementation. Results indicated TBL was implemented only in treatment classes and teachers demonstrated a novice level of implementation. The authors then examined the effects of the treatment implementation on measures of content acquisition. Significant differences in favor of the treatment condition were noted in the number of accurate content ideas produced in a written essay (effect size = .31). A small effect (.16) was also observed in the number of supporting details students provided in the essay but was not statistically significant. There was no benefit of the treatment on a multiple-choice test of content knowledge.

Promoting Acceleration of Comprehension and Content through Text in High School Social Studies Classes.

Abstract: The purpose of this study was to evaluate the efficacy of Promoting Acceleration of Comprehension and Content Through Text intervention implemented with 11th-grade students enrolled in U.S. History classes. Using a within-teacher randomized design, the study was conducted in 41 classes (23 treatment classes) with 14 teachers providing the treatment. Students in the treatment condition performed significantly better than students in the typical instruction comparison condition on a measure of content acquisition at posttest (ES = 0.36), as well as 4 (ES =.22) and 12 (ES =.24) weeks following treatment. There were no differences between treatment and comparison groups on measures of social studies reading comprehension or more general reading comprehension.

Effects of a year long supplemental reading intervention for students with reading difficulties in fourth grade

Research examining effective reading interventions for students with reading difficulties in the upper elementary grades is limited relative to the information available for the early elementary grades. In the current study, we examined the effects of a multicomponent reading intervention for students with reading comprehension difficulties. We used a partially nested analysis with latent variables to adequately match the design of the study and provide the necessary precision of intervention effects. We examined the effects of the intervention on students’ latent word reading, latent vocabulary, and latent reading comprehension. In addition, we examined whether these effects differed for students of varying levels of reading or English language proficiency. Findings indicated the treatment significantly outperformed the comparison on reading comprehension (Effect Size = 0.38), but no overall group differences were noted on word reading or vocabulary. Students’ initial word reading scores moderated this effect. Reading comprehension effects were similar for English learner and non-English learner students.

The Application of Empirically Supported Practices in Middle School Social Studies Classrooms

Material encountered in social studies has been shown to be challenging for students with reading difficulties, including those with disabilities. This study first examined the amount of time eighth-grade U.S. History teachers implemented empirically supported instructional practices. Second, this research investigated the association between instruction and student growth in content knowledge. The sample included 188 students identified with low reading ability, of which 20% were students with disabilities. Instruction in 30 classrooms was coded for the presence of learning strategy instruction, study aids, graphic/spatial organizers, peer-mediated instruction, computer-aided instruction, and mnemonics. Utilization of these practices was limited (~20% of total instruction), with the use of spatial/graphic organizers and peer-mediated activities most prevalent. Time allocated to these practices was not significantly associated with student gains in content knowledge. Additional research to determine how to best impact content learning for students at-risk for poor learning outcomes is warranted.