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

Linking Science and Literacy for All Learners Program (LS&L4AL)

Develops multimodal STEM text sets with integrated scaffolds to support diverse learners.
Supports fulfillment of CCSS-ELA (Common Core State Standards for English Language Arts) and NGSS (Next Generation Science Standards) practices.
Text sets are coherent sequences of connected texts to build vocabulary, background knowledge, and literacy skills.

Begin with an "anchor phenomenon" and a line of inquiry, which connects to a key concept or idea.
Comprises:
- Content scaffolds to improve content knowledge.
- Instructional scaffolds to ensure learners access and understand content.
Definition of text sets includes multimodal sources like graphs, charts, audio, video, and digital media.
Focus on scaffolded instruction to help students read complex STEM texts independently.

Scaffolding helps students, especially those with learning disabilities (SWLD), in reading complex texts.
Disciplinary Literacy: The interconnected relationship between science and language learning is emphasized.
Cooperative discourse and argumentation demand a strong grasp of disciplinary language.

Text complexity pertains to text properties rather than how hard they are to read.
Complex text characteristics include:
- Explicit purpose.
- Conventional text structure.
- Clarity of language.
- Knowledge demand from the content.
Challenges SWLD face in expository texts:
- Unfamiliar text structures.
- Dense concepts and vocabulary.
- Varying background knowledge and skills.

Instructional Scaffolding: Aids the development of literacy, particularly for SWLD, by enhancing comprehension and engagement.
Content Scaffolding: Builds content knowledge and understanding, includes:
- Use of familiar topics.
- Techniques to leverage background knowledge and vocabulary.
Instructional scaffolds may include:
- Vocabulary aids (e.g., concept maps).
- Certain skills development (e.g., argumentation).
- Text comprehension strategies (e.g., glossaries).

Year-long program to assist teachers in integrating multimodal STEM text sets.
Goals included developing units aligned with ELA and science standards, fostering the necessary teacher knowledge.
Mixed methods design employed to assess the impact on student learning through qualitative and quantitative data.

Included 11 middle school teachers from diverse districts (original cohort: 14).
Engaged with a variety of students, including many with disabilities.
Data collected included:
- Semistructured interviews.
- Instructional logs.
- STEM text sets.

Analysis followed grounded theory methods.
Coded data for themes related to teaching practices, effectiveness of scaffolds, and observations of student engagement.
Trustworthiness asserted through triangulation of data, multiple researchers, and thorough coding practices.

Teachers effectively used scaffolds to support reading and science learning for all students.
Reported increased student engagement, confidence, and improved understanding of disciplinary concepts.
Example quotes from teachers highlight the surprising success of students with learning disabilities in comprehending complex texts when provided with adequate scaffolding.

Despite successes, teachers noted ongoing challenges for diverse learners with complex text demands.
Awareness of individual reading levels was crucial for effective scaffolding.
Need for focused support in writing and articulating claims and evidence remained significant.

Continued focus on merging literacy practices with science education.
Teachers noted effectiveness in integrating multimodal text and supporting strategies suitable for diverse heat experiences in learning.
Recommendations for further research to better understand scaffolding definitions and practices in diverse educational settings.

There is potential for using multimodal STEM text sets alongside scaffolding to promote equity and literacy in science education, particularly for students with learning disabilities.