This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by eighth-grade general education social studies teachers among students with disabilities included in the classes. Data on students with disabilities across 2 years of study were combined for the analysis presented here. Students in the treatment conditions ( n = 72) scored statistically higher than students in the comparison conditions ( n = 58) on knowledge acquisition (effect size [ES] = .26) and content reading comprehension (ES = .34) but not standardized reading comprehension. Findings are interpreted as demonstrating support for the treatment in improving both knowledge acquisition and reading comprehension within content area instruction among students with disabilities served in the general education social studies classroom.
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