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ERIC Number: ED562842
Record Type: Non-Journal
Publication Date: 2014
Pages: 12
Abstractor: ERIC
The Impact of Project GLAD on Students' Literacy and Science Learning: Year 1 Results from a Cluster-Randomized Trial of Sheltered Instruction
Deussen, Theresa; Autio, Elizabeth; Roccograndi, Angela; Hanita, Makoto
Society for Research on Educational Effectiveness
With the increased population of English learners (ELs), educators need programs that help students access academic content while learning to understand, speak, read, and write English (Tharp, Estrada, Dalteen, & Yamaguchi 2000; Echevarria, Short & Powers, 2006). ELs come into U.S. schools needing to learn the same grade-level content as their nonEL peers, but with the additional challenge of learning English--usually the language of instruction--as well. Although some approaches separate the two tasks, many researchers and practitioners call for integrating them, so that students do not miss content area instruction while they are learning English. One way to combine the two is sheltered instruction, which provides intentional linguistic and other supports to ELs to facilitate their learning of grade-level content (Echevarria, Short & Powers, 2008). As a recent review of the research makes clear, however, there is limited evidence to show the effectiveness of sheltered instruction (Goldenberg, 2013). Since the early 1990s, Project GLAD (Guided Language Acquisition Design) has made claim to be a program that helps teachers meet diverse language and content needs within the mainstream classroom (Brechtel, 2001). Project GLAD is a multi-component K-12 instructional model designed to build academic English and grade-level content knowledge for students at varying levels of English language proficiency. The study discussed herein was a two-year cluster randomized trial in fifth-grade classrooms from 30 Idaho schools across 21 different districts. It focused on two research questions: (1) What is the impact of Project GLAD teacher training on fifth-grade students' reading comprehension, vocabulary, writing and science achievement in the treatment classrooms during the first of implementation, compared to a "business as usual" control group? and (2) Is the program impact different for ELs? Twelve tables are appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Idaho
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests