Scaffolding Learning Via Multimodal STEM Text Sets for Students With Learning Disabilities

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2023-07-25 DOI:10.1177/07319487231187637

Amy A. Lannin, Delinda van Garderen, Heba Abdelnaby, Cassandra Smith, Rachel L. Juergensen, W. Folk, W. Romine

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引用次数: 1

Abstract

The importance of text complexity has gained recognition since the Common Core State Standards (CCSS-ELA) were developed. The Linking Science and Literacy for All Learners (LS&L4AL) program uses multimodal STEM text sets to link reading grade-band complex texts with Next Generation Science Standards (NGSS) sense-making. We define a multimodal STEM text set as a coherent collection of resources pertaining to an anchor phenomenon and line of inquiry that support learners’ acquiring the disciplinary literacy skills and sense-making called for by the NGSS and CCSS-ELA shared practices. The anchor phenomenon and line of inquiry are determined by the anchor text—a rich, complex grade-band level text about natural phenomena with research-generated data from recent STEM primary literature. In this study, we report on a qualitative analysis of how English language arts, special education, and science middle school teachers ( N=11) scaffolded instruction to support students, including students with learning disabilities, in reading complex STEM texts to develop sense-making of scientific phenomena.

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通过多模态STEM文本集为有学习障碍的学生搭建学习

自共同核心国家标准（CCSS-ELA）制定以来，文本复杂性的重要性得到了认可。将所有学习者的科学与识字联系起来（LS&L4AL）计划使用多模式STEM文本集，将阅读年级段的复杂文本与下一代科学标准（NGSS）的意义联系起来。我们将多模式STEM文本集定义为与锚现象和调查线相关的连贯资源集合，支持学习者获得NGSS和CCSS-ELA共享实践所要求的学科素养技能和意义构建。锚现象和调查线由锚文本决定——锚文本是一个关于自然现象的丰富、复杂的年级带级文本，研究产生的数据来自最近的STEM初级文献。在这项研究中，我们报告了一项定性分析，即英语语言艺术、特殊教育和科学中学教师（N=11）如何在教学中支持学生，包括有学习障碍的学生，阅读复杂的STEM文本，以培养对科学现象的理解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.