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Description

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.

Citation

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.


Related Institute

Related Project

Published Date

2015

Funding Source

U.S. Department of Education, Institute of Education Sciences

Topic

Reading Instruction

Type of Resource

Journal Article/Book Chapter

Audience

Researcher

Grade Level

High School