In the current study, we examined the effect of cognitive apprenticeship with contextualized language instruction on students with LD (SWLDs) and English learners’ (ELs) ability to compose scientific explanations using a multiple-probe, multiple-baseline single-case design. Six middle school students (three in each subgroup) participated in ten 30-min sessions in an after-school program. The intervention was implemented with high fidelity, and all participants believed they benefited from the writing instruction. After instruction, SWLDs and ELs had similar gains. They wrote better explanations, as demonstrated by substantial improvements in the quality of their causal and mechanistic reasoning (τ = 1), grammatical and lexical sophistication (τ = 1), and holistic writing (τ = 0.95–0.96). Changes in writing performance were maintained for 4 or more weeks. We discuss implications of these findings for science classrooms and suggest areas for future writing research.

在当前的研究中，我们研究了采用语境化语言教学的认知学徒制对LD（SWLDs）和英语学习者（ELs）具有使用多探针，多基线单案例设计进行科学解释的能力的学生的影响。六名中学生（每个小组中的三名）参加了课后计划中的十次30分钟课程。干预措施的保真度很高，所有参与者都认为他们从写作指导中受益。经指示后，SWLD和EL具有类似的收益。他们写出了更好的解释，例如因果和机制推理的质量（τ = 1），语法和词汇的精巧程度（τ = 1）以及整体写作（τ = 0.95-0.96）。写作表现的变化保持了4周或更长时间。我们讨论了这些发现对科学课堂的意义，并提出了未来写作研究的领域。