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ERIC Number: EJ1145385
Record Type: Journal
Publication Date: 2017-Aug
Pages: 17
Abstractor: As Provided
Reference Count: 88
ISBN: N/A
ISSN: ISSN-1571-0068
Implications of a Cognitive Science Model Integrating Literacy in Science on Achievement in Science and Reading: Direct Effects in Grades 3-5 with Transfer to Grades 6-7
Romance, Nancy; Vitale, Michael
International Journal of Science and Mathematics Education, v15 n6 p979-995 Aug 2017
Reported are the results of a multiyear study in which reading comprehension and writing were integrated within an in-depth science instructional model (Science IDEAS) in daily 1.5 to 2 h daily lessons on a schoolwide basis in grades 3-4-5. Multilevel (HLM7) achievement findings showed the experimental intervention resulted in significant and consistent direct effects in grades 3-4-5 and complementary transfer effects in grades 6-7 on both ITBS Science (+1.08 Grade Equivalent Units [GE]) and ITBS Reading (+0.57 GE). Discussed are implications of the findings and related research for changing grade K-5 curriculum policy to allocate increased instructional time for integrated science instruction.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: IERI/REC0228353