ERIC Number: EJ1145385
Record Type: Journal
Publication Date: 2017-Aug
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
EISSN: N/A
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.
Descriptors: Cognitive Science, Models, Scientific Literacy, Science Achievement, Science Instruction, Grade 3, Grade 4, Grade 5, Elementary School Science, Grade 6, Grade 7, Reading Instruction, Reading Comprehension, Writing Instruction, Intervention
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