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.

Multimodal STEM Text Sets

• 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.

Importance of Scaffolding in Education

• 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 vs. Text Difficulty

• 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.

Scaffolding Learning Strategies

• 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).

Professional Development for Teachers

• 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.

Participants and Data Collection

• 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.

Data Analysis and Reflection

• 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.

Findings

• 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.

Challenges Faced by Students

• 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.

Implications for Future Practice

• 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.

Conclusion

• 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.