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ERIC Number: EJ1135279
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0034-0553
The Contribution of General Reading Ability to Science Achievement
Reed, Deborah K.; Petscher, Yaacov; Truckenmiller, Adrea J.
Reading Research Quarterly, v52 n2 p253-266 Apr-Jun 2017
This study explored the relationship between the reading ability and science achievement of students in grades 5, 8, and 9. Reading ability was assessed with four measures: word recognition, vocabulary, syntactic knowledge, and comprehension (23% of all passages were on science topics). Science achievement was assessed with state criterion-referenced measures. Both the reading and the science measures included inference items. Using multiple-group structural equation modeling, a general factor of reading ability (composed of the two specific factors of discourse comprehension and word comprehension) was found to account for 70% of the variance in grades 5 and 8 science performance and 64% of the variance in grade 9 science performance. Quantile regressions revealed that the relationship between reading and science was stable across ability levels at grade 5 and mostly stable at grade 8, with a slightly stronger relation for eighth graders at low levels of science ability. At grade 9, lower reading ability was more strongly associated with lower science performance, which was statistically significantly different from the comparatively weaker associations at higher ends. Taken together, results suggest that literacy is critical to learning and demonstrating knowledge of science concepts, regardless of ability level.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Elementary Education; Grade 5; Intermediate Grades; Grade 8; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Florida Comprehensive Assessment Test
IES Funded: Yes
Grant or Contract Numbers: R305F100005; P50HD052120