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ERIC Number: EJ861665
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1523-5882
Science Writing Achievement among English Language Learners: Results of Three-Year Intervention in Urban Elementary Schools
Lee, Okhee; Mahotiere, Margarette; Salinas, Alejandra; Penfield, Randall D.; Maerten-Rivera, Jaime
Bilingual Research Journal, v32 n2 p153-167 2009
As part of our professional development intervention, this study examined third-grade ELL students' writing achievement that included "form" (i.e., conventions, organization, and style/voice) and "content" (i.e., specific knowledge and understanding of science) in expository science writing. The study included six treatment schools from a large urban school district. Data were collected from three different groups of students over 3 separate years. Students displayed a statistically significant increase each year, and the gains were incrementally larger over the 3-year period. Students at ESOL levels 1 to 4 made gains comparable to those who had exited from ESOL or never been in ESOL. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A