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ERIC Number: EJ1037626
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
Reference Count: 101
ISSN: ISSN-0022-0671
Integrating Literacy and Science for English Language Learners: From Learning-to-Read to Reading-to-Learn
Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Koch, Janice
Journal of Educational Research, v107 n5 p410-426 2014
The authors examined the impact of 2 subsequent, longitudinal interdisciplinary interventions for 58 Hispanic English language learners (ELLs): (a) Grade 5 science with English language/reading embedded (i.e., science intervention) and (b) K-3 English language/reading with science embedded (i.e., language/reading intervention). Results revealed that (a) in the science intervention treatment ELLs outperformed their counterparts in English-reading fluency, knowledge of word meaning, and science and reading achievement; (b) in the language/reading intervention treatment ELLs continued to develop faster than their peers in English oracy, reading fluency, and comprehension; (c) ELLs benefited more from the science intervention if they received the prior language/reading intervention. We conclude that for ELLs, the integration of science and English language/reading should primarily focus on reading in elementary grades and science in Grade 5.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Texas Essential Knowledge and Skills; Woodcock Language Proficiency Battery
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations