Investigating the Engagement and Learning of Students With Learning Disabilities in Guided Inquiry Science Teaching

Palincsar, Annemarie Sullivan; Collins, Kathleen M.; Marano, Nancy Laine; Magnusson, Shirley J.

doi:10.1044/0161-1461.3103.240

Cited by 48 publications

(49 citation statements)

References 9 publications

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“…Peer interactions are considered CM because students, not teachers, are supporting each other's learning. There is evidence that such peer-managed activities are substantially different from TM activities (Palincsar, Collins, Marano, & Magnusson, 2000).…”

Section: Tm Versus Tcm Versus CMmentioning

confidence: 99%

Preschool instruction and children's emergent literacy growth.

Connor¹,

Morrison²,

Slominski³

2006

Journal of Educational Psychology

348

216

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Preschoolers' (N ϭ 156) classroom language and literacy experiences, defined across multiple dimensions, and their vocabulary and emergent literacy development were investigated. Videotaped classroom observations revealed substantial variability in amount and types of language and emergent literacy activities, across classrooms and for individual children within classrooms. Generally, more time in emergent code-focused activities was associated with preschoolers' alphabet and letter-word recognition growth, whereas more time in meaning-focused activities (e.g., book reading) was related to vocabulary growth. Only teacher-and teacher-child-managed activities were associated with alphabet and letterword growth, whereas child-managed experiences, including play, were also associated with vocabulary growth. Overall, the effect size for student-level, code-focused instruction (small group) was about 10 times greater than was its classroom-level (whole-class) counterpart. There were Child ϫ Instruction interactions, with the impact of different activities varying with preschoolers' incoming vocabulary and emergent literacy.

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Section: Tm Versus Tcm Versus CMmentioning

confidence: 99%

Preschool instruction and children's emergent literacy growth.

Connor¹,

Morrison²,

Slominski³

2006

Journal of Educational Psychology

348

216

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“…There are fundamental differences in learning opportunities when they involve the teacher (i.e., TM) or when students are working independently or with peers (i.e., CM). For example, for students who are struggling with reading, the involvement of a knowledgeable adult appears to be critical (National Reading Panel, 2000;Palincsar, Collins, Marano, & Magnusson, 2000;Torgesen et al, 2001). TM instruction may be highly interactive, such as when the teacher is leading a discussion or monitoring a child's oral reading.…”

Section: Multiple Dimensions Of Instructionmentioning

confidence: 99%

A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth

Connor

Morrison

Underwood

2007

Scientific Studies of Reading

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This study examines the relation of language arts instruction to students' letter-word reading skill growth from the beginning of 1st grade to the end of 2nd grade using cross-classified random effects models. Amounts of teacher-managed, code-focused instruction in 1st and 2nd grade each uniquely predicted students' letter-word reading skill growth; plus, there were child-by-instruction interactions. Students with weaker fall 1st grade letter-word reading scores demonstrated stronger letter-word reading at the end of 2nd grade when they spent more time in 1st-and 2nd-grade teacher-managed, code-focused instruction. Students with stronger initial reading skills demonstrated higher 2nd-grade reading scores when they spent less time in 1st grade but more time in 2nd-grade teacher-managed, code-focused instruction. Students who participated in optimally effective 1st-grade and 2nd-grade classroom instruction demonstrated greater letter-word reading growth from the beginning of 1st grade to the end of 2nd grade than did students who participated in less effective instruction in either 1st or 2nd grade, or both. Still, for children who entered 1st grade with weaker reading skills, results indicate that

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“…Similarly, Palincsar, Collins, Marano, and Magnusson (2000) reported on the effectiveness of guided inquiry and hands-on experiences in promoting the conceptual understanding of students with learning disabilities studying concepts of buoyancy.…”

Section: Tmentioning

confidence: 99%

Science and Social Studies for Students With Disabilities

Scruggs¹,

Mastropieri²,

Okolo³

2017

Exceptional

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Science and social studies have much to offer to all learners-including those with disabilities. However, instruction in these subjects has often been overlooked in the quest to better understand and improve leaning in English/language arts and mathematics. As we demonstrate in this paper; science and social studies help students attain skills, information, and dispositions that are important for success in school and everyday life. Furthermore, these subjects offer opportunities for students to learn and apply literacy and mathematics skills, engage in authentic problem solving and inquiry, and experience success in the general education classroom. We begin by discussing the nature of learning in science and social studies as well as the interaction of learners with the curriculum. We then review instructional practices for improving the performance of students with disabilities in each of these subject areas. SCIENCE AND SOCIAL STUDIES FOR STUDENTS WITH DISABILITIESOver the years, content area learning, including science and social studies, has received less emphasis in special education literature than basic instruction in the form of literacy and early math skills (Mastropieri et al., in press). Nevertheless, with the increased emphases on inclusion, accountability, and high stakes testing, content area instruction has acquired renewed importance (Lenz, Deshler, & Kissam, 2004). Beyond the obvious advantages to school success, enhanced understanding of human society and the physical universe can be expected to improve the quality of the lives of students with disabilities.In this article, we discuss research in science and social studies education for students with disabilities. Although there are many commonalities in these two bodies of literature, each addresses specific challenges as researchers have attempted to adapt instructional methods and curriculum materials to the characteristics of learners with special needs. Therefore, we first discuss each area separately and then draw conclusions regarding com-

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Investigating the Engagement and Learning of Students With Learning Disabilities in Guided Inquiry Science Teaching

Cited by 48 publications

References 9 publications

Preschool instruction and children's emergent literacy growth.

Preschool instruction and children's emergent literacy growth.

A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth

Science and Social Studies for Students With Disabilities

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