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The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students With and Without Disabilities.

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Title: The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students With and Without Disabilities.
Authors: Swanson, Elizabeth (AUTHOR), Vaughn, Sharon (AUTHOR), Fall, Anna-Maria (AUTHOR), Stevens, Elizabeth A. (AUTHOR), Stewart, Alicia A. (AUTHOR), Capin, Philip (AUTHOR), Roberts, Greg (AUTHOR)
Source: Exceptional Children. Jul2021, Vol. 87 Issue 4, p497-516. 20p.
Subjects: Career development, Students with disabilities, Reading strategies, Social sciences education, Reading comprehension, Vocabulary education
Abstract: This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development (RPD), school-supported professional development (SPD), or business as usual (BAU). Treatment teachers received 12 hr of professional development distributed over time and delivered a set of instructional practices for teaching vocabulary and comprehension embedded within 36 social studies lessons (45 min per lesson). Findings revealed that students with and without disabilities in classes assigned to STRIVE treatment (SPD and RPD) outperformed their peers in classes assigned to the BAU condition at a statistically significant level on measures of content knowledge and content vocabulary and a distal measure of vocabulary. STRIVE did not affect students with disabilities (SWDs) and without disabilities differentially on the measures of content knowledge and distal vocabulary, though effects sizes for non-SWDs in SPD and RPD were larger than those for SWDs. [ABSTRACT FROM AUTHOR]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students With and Without Disabilities.
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  Data: <searchLink fieldCode="AR" term="%22Swanson%2C+Elizabeth%22">Swanson, Elizabeth</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vaughn%2C+Sharon%22">Vaughn, Sharon</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fall%2C+Anna-Maria%22">Fall, Anna-Maria</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stevens%2C+Elizabeth+A%2E%22">Stevens, Elizabeth A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stewart%2C+Alicia+A%2E%22">Stewart, Alicia A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Capin%2C+Philip%22">Capin, Philip</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Roberts%2C+Greg%22">Roberts, Greg</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Exceptional+Children%22">Exceptional Children</searchLink>. Jul2021, Vol. 87 Issue 4, p497-516. 20p.
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  Data: <searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Social+sciences+education%22">Social sciences education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+education%22">Vocabulary education</searchLink>
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  Data: This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development (RPD), school-supported professional development (SPD), or business as usual (BAU). Treatment teachers received 12 hr of professional development distributed over time and delivered a set of instructional practices for teaching vocabulary and comprehension embedded within 36 social studies lessons (45 min per lesson). Findings revealed that students with and without disabilities in classes assigned to STRIVE treatment (SPD and RPD) outperformed their peers in classes assigned to the BAU condition at a statistically significant level on measures of content knowledge and content vocabulary and a distal measure of vocabulary. STRIVE did not affect students with disabilities (SWDs) and without disabilities differentially on the measures of content knowledge and distal vocabulary, though effects sizes for non-SWDs in SPD and RPD were larger than those for SWDs. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/00144029211007149
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        Text: English
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      – SubjectFull: Students with disabilities
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      – SubjectFull: Reading strategies
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              Text: Jul2021
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              Y: 2021
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