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Integrating Evidence-Based Practices in Middle Science Reading

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Title: Integrating Evidence-Based Practices in Middle Science Reading
Language: English
Authors: Kroeger, Stephen D., Burton, Cathy, Preston, Christopher
Source: TEACHING Exceptional Children. Jan-Feb 2009 41(3):6-15.
Availability: Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Peer Reviewed: Y
Page Count: 10
Publication Date: 2009
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Evaluative
Education Level: Middle Schools
Descriptors: Middle School Students, Learning Strategies, Peer Teaching, Scientific Concepts, Educational Practices, Theory Practice Relationship, Cloze Procedure, Questionnaires, Teacher Attitudes, Student Attitudes, Intervention, Instructional Effectiveness, Reading Difficulties
ISSN: 0040-0599
Abstract: The purpose of this study was to examine the effectiveness of an evidence-based practice that addresses the learning needs of middle school students who have difficulty comprehending science texts. The teachers used a single-subject reversal design to implement peer-mediated instruction while asking to what degree the use of peer-mediated instructional practices enhances comprehension of science text for middle school students. Teachers followed appropriate aspects of the Peer Assisted Learning Strategies (PALS) implementation guide. The teachers used same-age reciprocal peer tutoring, consistent with the recommendations of the PALS literature. The teachers called the adapted process PALScience. At the end of the study, students from the classes completed a survey that requested their reactions to using PALScience. When asked whether PALScience helped them learn important things, 61% of the students answered yes; however, when asked whether they liked PALScience, 70% said no. Students made such comments as "You had to read," "I didn't know my partner ," and "Because we had a test over it." The teachers strongly agreed that PALScience supplemented their current classroom interventions, taught important skills, and was easy to implement. They reported improved student skills and overall performance and indicated that they would recommend the strategy to others. (Contains 2 tables and 2 figures.)
Abstractor: ERIC
Number of References: 39
Entry Date: 2009
Access URL: https://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm
Accession Number: EJ842559
Database: ERIC
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  Data: Integrating Evidence-Based Practices in Middle Science Reading
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  Data: The purpose of this study was to examine the effectiveness of an evidence-based practice that addresses the learning needs of middle school students who have difficulty comprehending science texts. The teachers used a single-subject reversal design to implement peer-mediated instruction while asking to what degree the use of peer-mediated instructional practices enhances comprehension of science text for middle school students. Teachers followed appropriate aspects of the Peer Assisted Learning Strategies (PALS) implementation guide. The teachers used same-age reciprocal peer tutoring, consistent with the recommendations of the PALS literature. The teachers called the adapted process PALScience. At the end of the study, students from the classes completed a survey that requested their reactions to using PALScience. When asked whether PALScience helped them learn important things, 61% of the students answered yes; however, when asked whether they liked PALScience, 70% said no. Students made such comments as "You had to read," "I didn't know my partner ," and "Because we had a test over it." The teachers strongly agreed that PALScience supplemented their current classroom interventions, taught important skills, and was easy to implement. They reported improved student skills and overall performance and indicated that they would recommend the strategy to others. (Contains 2 tables and 2 figures.)
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 10
        StartPage: 6
    Subjects:
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Learning Strategies
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      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Scientific Concepts
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      – SubjectFull: Educational Practices
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      – SubjectFull: Theory Practice Relationship
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      – SubjectFull: Cloze Procedure
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      – SubjectFull: Questionnaires
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Instructional Effectiveness
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      – TitleFull: Integrating Evidence-Based Practices in Middle Science Reading
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            NameFull: Burton, Cathy
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            NameFull: Preston, Christopher
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