Supporting Written Scientific Explanations of Middle School Students With Learning Disabilities

• In Event: Sheraton Roundtable Session Eighteen
  In Roundtable Session: Writing and Learning Across the Content Areas in Special and Inclusive Education (Table 14)

Abstract

Students with learning disabilities deserve high-quality science instruction that supports them in constructing scientific explanations as a means toward building their science content knowledge. We examined written scientific explanations of 70 middle-school students with learning disabilities, comparing them with 70 general education peers following instruction using an evidence-based curriculum that embedded explicitly taught supports for writing claims using reasoning and evidence. Students were assessed at pre- and post-unit on overall content learning and change in written scientific explanations. Both groups of students showed statistically significant growth in overall content learning. The written responses of students with learning disabilities showed improvement. Constructed responses at post-unit were longer, included more science vocabulary, identified core science ideas, and were supported by evidence.

Author

• Brooke A. Moore, Fort Hays State University
  Presenting Author