Evidence map›Paper›PMID 34149164›Full record

ArticleScience scope (Washington, D.C.)

Instructional Scaffolding to Engage

Delinda van Garderen, Rachel Juergensen, Cassandra Smith, Heba Abdelnaby, Amy Lannin, William Folk

Abstract read
PubMed Full text at PMC
In one paragraph

Article in Science scope (Washington, D.C.). The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Scaffolding Learning Via Multimodal STEM Text Sets for Students with Learning Disabilities.Learning disability quarterly : journal of the Division for Children with Learning Disabilities · 2024
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Delinda van GarderenCollege of Education, University of Missouri, Columbia.
Rachel JuergensenCollege of Education, University of Missouri, Columbia.
Cassandra SmithCollege of Education, University of Missouri, Columbia.
Heba AbdelnabyCollege of Education, University of Missouri, Columbia.
Amy LanninCollege of Education, University of Missouri, Columbia.
William FolkDepartment of Biochemistry, University of Missouri, Columbia.

Funding

Strengthening Middle School Science and Health Education for Diverse Learners by Linking Grade-Level Reading of Complex Texts and InquiryR25GM129228 · NIGMS · UNIVERSITY OF MISSOURI-COLUMBIA · PI FOLK, WILLIAM ROBERT, VAN GARDEREN, DELINDA · 2018 to 2021
$1.0M
NIGMS NIH HHS R25 GM129228
6 · The paper itself

Abstract

Meeting the demands of the Next Generation Science Standards requires that students engage in complex science texts. However, for many students, including students with disabilities, this can be a challenging activity. Many students lack the necessary skills and background knowledge to successfully engage with complex science texts. In this article we discuss how to use instructional scaffolds to address gaps and challenges in reading as a way to engage all learners in complex science text.

Identifiers

PMID34149164
PMCPMC8211112

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.