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Investigations Into the Relationship Between Science and Language Abilities of Students with Mild Disabilities

Rene S. Parmar, PhD, is an associate professor in the Department of Learning and Instruction at the State University of New York at Buffalo. Her research interests are appraisal, and science and mathematics education for students with disabilities.

Cheryl B. Deluca

Cheryl B. Deluca, MS, is a teacher with the Philadelphia public schools and a doctoral candidate in special education at the State University of New York at Buffalo. Her research interest is science education for students with disabilities.

Theresa M. Janczak

Theresa M. Janczak, PhD, is a staff trainer with the Board of Cooperative Education Services in New York State. Her research interests are science education for students with disabilities and staff development issues. Address: Rene S. Parmar, Department of Learning and Instruction, State University of New York at Buffalo, 593 Baldy Hall, Buffalo. NY 14260–1000.

This paper presents three studies of learning in science using language-based measures. In study 1, students with disabilities read at approximately half the rate of students without disabilities on third-grade level story and science passages. Reading fluency in science lagged far behind story reading. Study 2 consisted of presenting students with disabilities with four increasingly difficult passages on matter followed by comprehension questions. There was no relationship between reading fluency and comprehension. Students did not differ in ability to answer factual and inferential questions. In study 3, a significant difference was found between students with and without disabilities in listening and reading formats of a vocabulary measure. For the former, listening scores were significantly higher than reading. Together, the studies indicate that students with disabilities will not learn effectively in science if instruction is primarily language based.

Remedial and Special Education, Vol. 15, No. 2, 117-126 (1994)
DOI: 10.1177/074193259401500207


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