Improving Reading Comprehension and Social Studies Knowledge in Middle School
Abstract
enThis study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers (n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practices focused on teaching essential words, text as a source for reading and discussion, and team‐based learning approaches. Students in the treatment conditions (n = 261) scored statistically higher than students in the comparison conditions (n = 158) on all three outcomes: content acquisition (ES = 0.17), content reading comprehension (ES = 0.29), and standardized reading comprehension (ES = 0.20). Findings are interpreted as demonstrating support for the treatment in improving both knowledge acquisition and reading comprehension within content area instruction.
Chinese
zh本研究旨在确定一项由教师施行的教学实验处理之效能,该实验处理针对八年级社会学科的内容习得与阅读理解。研究员利用教师组内设计,把八年级社会学科教师的班别,随机分配到教学实验情况与对照情况,以比较其效能。实验组与对照组的教师(人数 = 5)教授相同的教学内容,但实验组的教学实施却着重教授重要单词、出自于文本的阅读与讨论、以及团队学习方法。统计分析结果显示,在三项成绩表现上,实验组学生(人数 = 261)均显著高于对照组学生(人数 = 158);该三项成绩包括内容习得(效应量 =0.17)、内容阅读理解(效应量 =0.29)和标准阅读理解(效应量 =0.20)。这些研究结果说明这项教学实验处理在内容教学中,能够支援学生的知识习得和阅读理解的改进。
Spanish
esLa meta de este estudio fue determinar la eficacia de un tratamiento de adquisición de contenido y comprensión de lectura implementado por maestros de ciencias sociales de octavo grado. Usando un diseño del maestro interior (within-teacher), las clases de ciencias sociales de maestros de octavo grado fueron escogidas al azar para recibir el tratamiento o ser el grupo de control. Los maestros (n = 5) usaron el mismo contenido en ambas clases, pero las clases que recibieron el tratamiento se enfocaron en enseñar palabras esenciales, en el texto como fuente de lectura y discusión, y en acercamientos en grupo. Los estudiantes que recibieron el tratamiento (n = 261) obtuvieron calificaciones estadísticamente mejores que los estudiantes del grupo de control (n = 158) en los tres resultados: adquisición de contenido (ES = 0. 17), comprensión del contenido leído (ES ‐ 0.29), y la comprensión estandarizada de lectura (ES = 0.20). Se interpretaron los resultados como mostrando apoyo por el tratamiento para mejorar tanto la adquisición de conocimiento como la comprensión de lectura en la instrucción de áreas de contenido.
Russian
ruИccлeдoвaтeлипoпытaлиcьoпpeдeлитьэффeктивнocтьпoдxoдa, кoтopыйcпocoбcтвyeтизyчeниюмaтepиaлa и пoнимaниюпpoчитaннoгo.Пoдxoдпpимeнялcя в paбoтe c вocьмиклaccникaминaзaнятияxoбщecтвeнныминayкaми, пpичeмyчитeля (n = 5) дaвaлитpaдициoнныeypoки и ypoки c пpимeнeниeминнoвaциoннoгoпoдxoдa. Cpaвнeниepeзyльтaтoвпpoвoдилocь c yчeтoмбeccoзнaтeльныxизмeнeний в пoвeдeнииcaмиxyчитeлeй в paзныxyчeбныxcитyaцияx.Пpeдмeтнoecoдepжaниeypoкoвбылooдинaкoвым, нooбyчeниe в paмкaxиннoвaциoннoгoпoдxoдaпpeдпoлaгaлoaнaлиз и ycвoeниeзнaчимыxтepминoв, a тeкcтиcпoльзoвaлcядлячтeния и oбcyждeния в мaлыxгpyппax.Пocpaвнeнию c yчaщимиcякoнтpoльныxклaccoв (n = 158), yчeники, paбoтaвшиe в paмкaxнoвoгoпoдxoдa (n = 261), пoкaзaлиcтaтиcтичecкизнaчимыйпoлoжитeльныйpeзyльтaтoбyчeнияпoвceмтpeмпapaмeтpaм: ycвoeниecoдepжaния (ES = 0.17), пoнимaниeпpoчитaннoгo (ES = 0.29) и cтaндapтизиpoвaннoeпoнимaниeпpoчитaннoгo (ES = 0.20). Peзyльтaтыдoкaзывaютyмecтнocтьпpимeнeниядaннoгoпoдxoдaдляpaбoты c тeкcтoм в paзличныxпpeдмeтныxoблacтяx.
French
frCette étude avait pour but de déterminer l'efficacité d'un traitement de l'acquisition du contenu et de la compréhension de la lecture mis en place par des enseignants se sciences sociales en huitième année. En utilisant un plan inter‐enseignants, les classes de sciences sociales ont été attribuées de façon aléatoire aux conditions traitement et comparaison. Les enseignants (n=5) ont enseigné le même contenu pédagogique aux classes traitement et comparaison, mais les classes traitement ont utilisé des pratiques pédagogiques centrées sur l'enseignement des termes principaux, le texte en tant que source de lecture et de discussion, et les approches basées sur le travail d’équipe. Les élèves de la condition traitement (n=261) ont obtenu des résultats statistiquement plus élevés que ceux de la condition comparaison (n = 158) dans trois secteurs : acquisition des connaissances (ES= 0.17), compréhension du contenu de la lecture (ES= 0.17), et compréhension standard de la lecture (ES= 0.20). Les résultats ont été interprétés comme apportant un soutien au traitement dans la mesure où il permet d'améliorer aussi bien l'acquisition des connaissances que la compréhension de la lecture dans le cas des disciplines basées sur les connaissances.
Arabic
arلقد هدفت هذه الدراسة إلى تحديد فعالية معالجة اكتساب محتوى واستيعاب القراءة المنفذ على أيدي معلمي الدراسات الاجتماعية في الصف الثامن الإعدادي. وباستخدام تصميم ضمن‐معلم، تم تعيين صفوف معلمي الدراسات الاجتماعية عشوائياً لظروف معالجة أو مقارنة. وقد علم المعلمون (عددهم = 5) المحتوى التعليمي نفسه لكل من الصفوف المقارنة والمعالجة مع أن الصفوف المعالجة استخدمت ممارسات تعليمية مركزة على تدريس الكلمات الرئيسية والنص كمصدر للقراءة والنقاش ومناهج التعليم الجماعي. وقد حصل الطلاب في الظروف المعالجة (عددهم = 261) على أعلى علامات إحصائياً من الطلاب في الظروف المقارنة (عددهم = 158) في جميع النتائج الثلاثة: اكتساب المحتوى (حجم مؤثر = 0.07) واستيعاب قراءة المحتوى (حجم مؤثر = 0. 29) واستيعاب القراءة المعيارية (حجم مؤثر = 0.20). وقد تم تفسير النتائج على أساس إظهار الدعم للمعالجة في تحسين كل من اكتساب المعرفة واستيعاب القراءة ضمن تعليم مجال المحتوى.
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