NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1028565
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1066-5684
Attending to the Language and Literacy Needs of English Learners in Science
Bravo, Marco A.; Cervetti, Gina N.
Equity & Excellence in Education, v47 n2 p230-245 2014
This article presents the results of a study testing the efficacy of an instructional model that attends to the science, literacy, and language learning needs of English Learners (ELs) through a curriculum development project. The model is based on the premise that reading, writing, and discourse are better served when these important language processes are regarded as a means to rich subject matter learning. The quasi-experimental study included fourth and fifth grade ELs who experienced a science curriculum in one of two conditions: (a) science, literacy, and language integrated curriculum; or (b) a content-comparable curriculum where the focus was "hands-on" science. ELs in the treatment condition outperformed ELs in the comparison group in science understanding and science vocabulary, but no statistically significant differences were found with science reading.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations