ArticleLearning disability quarterly : journal of the Division for Children with Learning Disabilities2024
Science Literacy: Using Multimodal STEM Text Sets to Help Students With Disabilities Engage in Argumentation.
Article in Learning disability quarterly : journal of the Division for Children with Learning Disabilities, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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.
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.
Who cites it
2 citing papers in PubMed.
- Science Literacy: Using Multimodal STEM Text Sets to Help Students With Disabilities Engage in Argumentation.Learning disability quarterly : journal of the Division for Children with Learning Disabilities · 2024Article
- Scaffolding Learning Via Multimodal STEM Text Sets for Students with Learning Disabilities.Learning disability quarterly : journal of the Division for Children with Learning Disabilities · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
Abstract
Today's students live within a world filled with complexity, uncertainty, and misinformation, so we need to help all learners, including students with learning disabilities, learn to comprehend complex information about the natural world and make credible evidence-based claims. Our study is a first step in making this possible. In this investigation, our goal was for students to make a claim, use evidence and content-specific vocabulary, then use reasoning to link claims with evidence in an argument. These outcomes were assessed using a pre-post design with a scenario-based assessment administered twice before and once after instruction, which used multimodal STEM text sets to fuse science and literacy learning. Data indicate that both students with disabilities and those without disabilities made significant gains in argumentation and that the effects of instruction were similar for both groups of students. Gains for students with disabilities suggest the multimodal STEM text sets provided important scaffolding that enabled this group of students to learn important content in the general education classroom.
Indexed as
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What OpenQuestion holds
Registered trials
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.