Description
This article evaluates the efficacy of the Promoting Adolescents’ Comprehension of Text intervention implemented with 11th-grade students in U.S. history classes. Findings suggest there are no differences between treatment and comparison groups on measures of social studies reading comprehension or more general reading comprehension.
Citation
Wanzek, J., Swanson, E. A., Roberts, G., Vaughn, S., & Kent, S. C. (2015). Promoting acceleration of comprehension and content through text in high school social studies classes. Journal of Research on Educational Effectiveness, 8(2), 169–188.