This article evaluates the efficacy of the Promoting Adolescents' Comprehension of Text intervention implemented with 11th-grade students in U.S. history classes. Findings suggest there are no differences between treatment and comparison groups on measures of social studies reading comprehension or more general reading comprehension.
Wanzek, J., Swanson, E. A., Roberts, G., Vaughn, S., & Kent, S. C. (2015). Promoting acceleration of comprehension and content through text in high school social studies classes. Journal of Research on Educational Effectiveness, 8(2), 169–188.
2015
U.S. Department of Education, Institute of Education Sciences
Reading Instruction
Journal Article/Book Chapter
Researcher
High School
The University of Texas at Austin | College of Education | The Meadows Foundation | Vaughn Gross Center for Reading and Language Arts | Privacy | Accessibility
College of Education SZB 228 · The University of Texas at Austin · 1912 Speedway D4900 · Austin TX 78712-1284
Phone (512) 232-2320 · Fax (512) 232-2322
© 2021 The University of Texas at Austin/The Meadows Center for Preventing Educational Risk.
Licensed under a Creative Commons Attribution-NonCommercial-NoDerivative 4.0 International License
Site last updated on February 12, 2021.