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Retricted access

Research article

First published 2017-8

Explicit Instruction and Next Generation Science Standards Aligned Classrooms: A Fit or a Split?

William J. Therrien, Sarah K. Benson, Charles A. Hughes [...]

Learning Disabilities Research & Practice

Open access

Research article

First published 2025

The Role of Instructional Design in the Delivery of Early Science Instruction

Steven A. Maddox, Jenna A. Gersib, Anna-Maria Fall [...]

Remedial and Special Education

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Research article

First published 2021-6

Efficacy of a Second-Grade Science Program: Increasing Science Outcomes for All Students

Christian T. Doabler, William J. Therrien, Maria A. Longhi [...]

Remedial and Special Education

Open access

Research article

First published 2025-3

Do Mathematics and Reading Skills Impact Student Science Outcomes?

Christian T. Doabler, Megan Rojo, Jenna A. Gersib [...]

Journal of Learning Disabilities

Retricted access

Research article

First published 2011-8

Preparing Teachers to Design Sequences of Instruction in Earth Systems Science

William R. Penuel, Lawrence P. Gallagher, Savitha Moorthy

American Educational Research Journal

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Research article

First published 2011-11

Reading Science Text: Challenges for Students with Learning Disabilities and Considerations for Teachers

Linda H. Mason, Laura R. Hedin

Learning Disabilities Research & Practice

Retricted access

Research article

First published 2012-3

The explicit teaching of reading comprehension in science class: A pilot professional development program

Tara Concannon-Gibney, Mary Jean McCarthy

Improving Schools

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Research article

First published 2011-6

Integrating Literacy and Science in Biology

Cynthia L. Greenleaf, Cindy Litman, Thomas L. Hanson [...]

American Educational Research Journal

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Research article

First published 1998-8

Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development

Cynthia L. Greenleaf, Cindy Litman, Thomas L. Hanson [...]

Review & Expositor

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Other

First published 1999-01

Teaching the Scientific Method to At-Risk Students and Students with Learning Disabilities Through Concept Anchoring and Explicit Instruction

Jennifer A. McCleery, Gerald A. Tindal

Remedial and Special Education

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