Scaffolding Learning Via Multimodal STEM Text Sets for Students With Learning Disabilities

Author:

Lannin Amy1,van Garderen Delinda1,Abdelnaby Heba1,Smith Cassandra1,Juergensen Rachel1,Folk William1,Romine William2

Affiliation:

1. University of Missouri-Columbia, USA

2. Wright State University, Dayton, OH, USA

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.

Funder

National Institute of General Medical Sciences

Publisher

SAGE Publications

Subject

Behavioral Neuroscience,General Health Professions,Education

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