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Related Concept Videos

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Updated: Sep 13, 2025

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

Amy Lannin1, Delinda van Garderen1, Heba Abdelnaby1

  • 1University of Missouri - Columbia, USA.

Learning Disability Quarterly : Journal of the Division for Children with Learning Disabilities
|July 30, 2025
PubMed
Summary
This summary is machine-generated.

Teachers scaffolded instruction using multimodal STEM text sets to help middle school students, including those with learning disabilities, understand complex science texts and phenomena. This approach links reading complex texts with Next Generation Science Standards sense-making.

Keywords:
complex textlearning disabilitiesmultimodal text setscaffoldsscience education

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Area of Science:

  • Science Education
  • STEM Literacy
  • Disciplinary Literacy

Background:

  • The Common Core State Standards (CCSS-ELA) highlight the significance of text complexity in education.
  • The Linking Science and Literacy for All Learners (LS&L4AL) program utilizes multimodal STEM text sets.
  • These sets connect grade-level complex texts with Next Generation Science Standards (NGSS) sense-making.

Purpose of the Study:

  • To qualitatively analyze how teachers scaffold instruction for reading complex STEM texts.
  • To investigate supporting students, including those with learning disabilities, in developing sense-making of scientific phenomena.
  • To examine the integration of CCSS-ELA and NGSS practices through multimodal text sets.

Main Methods:

  • Qualitative analysis of instructional practices.
  • Focus on middle school teachers (English language arts, special education, science).
  • Observation of scaffolding strategies used with multimodal STEM text sets.

Main Results:

  • Teachers employed specific scaffolding techniques to aid students in comprehending complex STEM texts.
  • Instructional strategies supported the development of disciplinary literacy and sense-making skills.
  • Multimodal text sets facilitated the connection between reading complex texts and scientific inquiry.

Conclusions:

  • Multimodal STEM text sets are effective tools for linking complex text reading with NGSS sense-making.
  • Scaffolding by teachers is crucial for supporting diverse learners in STEM literacy.
  • The LS&L4AL program model shows promise for enhancing science education and literacy.