| Title: |
The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students with and without Disabilities |
| Language: |
English |
| Authors: |
Swanson, Elizabeth (ORCID 0000-0002-2716-4078); Vaughn, Sharon; Fall, Anna-Maria; Stevens, Elizabeth A. (ORCID 0000-0002-8412-1111); Stewart, Alicia A.; Capin, Philip; Roberts, Greg |
| Source: |
Exceptional Children. Jul 2021 87(4):497-516. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
20 |
| Publication Date: |
2021 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305A150407 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Grade 4; Intermediate Grades |
| Descriptors: |
Grade 4; Students with Disabilities; Reading Comprehension; Reading Skills; Faculty Development; Program Effectiveness; Reading Instruction; Vocabulary Development; Social Studies; Knowledge Level; Content Area Reading; Elementary School Students; Elementary School Teachers; Teacher Competencies; Program Implementation; Fidelity |
| Assessment and Survey Identifiers: |
Gates MacGinitie Reading Tests |
| DOI: |
10.1177/00144029211007149 |
| ISSN: |
0014-4029; 2163-5560 |
| Abstract: |
This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development (RPD), school-supported professional development (SPD), or business as usual (BAU). Treatment teachers received 12 hr of professional development distributed over time and delivered a set of instructional practices for teaching vocabulary and comprehension embedded within 36 social studies lessons (45 min per lesson). Findings revealed that students with and without disabilities in classes assigned to STRIVE treatment (SPD and RPD) outperformed their peers in classes assigned to the BAU condition at a statistically significant level on measures of content knowledge and content vocabulary and a distal measure of vocabulary. STRIVE did not affect students with disabilities (SWDs) and without disabilities differentially on the measures of content knowledge and distal vocabulary, though effects sizes for non-SWDs in SPD and RPD were larger than those for SWDs. [For the corresponding grantee submission, see ED612377.] |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2021 |
| Accession Number: |
EJ1301261 |
| Database: |
ERIC |