Supporting Written Scientific Explanations of Middle-School Students with Learning Disabilities

Abstract

This study examined written scientific explanations of 66 middle-school students with learning disabilities (LD) compared with a matched control group of students without LD following instruction in a science unit with embedded supports for writing explanations. Post unit written explanations of students with LD were statistically significantly higher. There were no differences between post-unit written explanations of students with or without LD demonstrating matched gains, yet students without LD demonstrated more growth in overall content knowledge.