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Scaffolding Learning Via Multimodal STEM Text Sets for Students With Learning Disabilities.
- Source :
- Learning Disability Quarterly; May2024, Vol. 47 Issue 2, p97-109, 13p
- Publication Year :
- 2024
-
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. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 07319487
- Volume :
- 47
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Learning Disability Quarterly
- Publication Type :
- Academic Journal
- Accession number :
- 176532280
- Full Text :
- https://doi.org/10.1177/07319487231187637