Do Mathematics and Reading Skills Impact Student Science Outcomes?
Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students' initial mathematics and reading skills influenced their treatment response to a whole-...
| Publicado en: | Journal of Learning Disabilities Vol. 58; no. 2; pp. 128 - 144 |
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| Autores principales: | , , , , , , , , , , , , |
| Formato: | equations & formulas research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Mar2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183055472&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183055472 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Mar2025 vid: 58 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 183055472 178641480 183055472 183055472 10.1177/00222194241263646 183055472 ppf: 128 ppct: 16 formats: tig: atl: Do Mathematics and Reading Skills Impact Student Science Outcomes? aug: au: Doabler, Christian T. Rojo, Megan Gersib, Jenna A. Fall, Anna-Maria Longhi, Maria A. Lovette, Gail E. Roberts, Greg Uy, Jasmine Johnson, Katharina Ghafghazi, Shadi Phelps, Jason B. Powell, Sarah R. Therrien, William J. affil: The University of Texas at Austinat Austin, Austin, TX, USA sug: subj: Learning Disorders Rehabilitation Mathematics Education Science Education Reading Evaluation Education, Special Outcomes of Education Human Male Female United States Secondary Analysis Cluster Analysis Vocabulary Teaching Methods Educational Technology Questionnaires Data Analysis Software Descriptive Statistics Funding Source Male Female ab: Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students' initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called Scientific Explorers (Sci2). The original Sci2 study employed a cluster randomized controlled design and included 294 U.S. students from 18 second-grade classrooms. Differential effects of the program by initial mathematics and reading skill levels were not observed for an interactive science assessment and a distal science outcome measure. However, based on initial reading skill levels, moderation results were found on a science vocabulary measure, suggesting the effects of Sci2 were greatest for students with higher initial reading skills. Similar results were found using initial mathematics skill levels as a predictor of differential response such that students with higher mathematics skills reaped stronger treatment effects on the vocabulary measure. Further, we found initial mathematics skills also influenced outcomes on the proximal science content assessment, where students with higher initial mathematics skills led to higher outcomes. Overall, findings suggest Sci2 produced robust effects for all students (g = 0.24–1.23), regardless of initial skill proficiencies. Implications for exploring differential response in science intervention research are discussed. pubtype: Academic Journal doctype: equations & formulas research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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