ERIC Number: EJ962579
Record Type: Journal
Publication Date: 2012-Apr
Abstractor: As Provided
Reference Count: 66
Using In-Depth Science Instruction to Accelerate Student Achievement in Science and Reading Comprehension in Grades 1-2
Vitale, Michael R.; Romance, Nancy R.
International Journal of Science and Mathematics Education, v10 n2 p457-472 Apr 2012
This study focused on accelerating development of science knowledge and understanding at the primary level (grades 1-2) as a means for enhancing reading comprehension (i.e. early literacy). An adaptation of a grade 3-5 cognitive-science-based, instructional model ("Science IDEAS") that integrated science with reading and writing, this year-long study implemented daily 45-min instructional periods emphasizing in-depth, cumulative learning of science core-concept "clusters" while integrating science and literacy in a manner that provided teachers with a thematic focus for all aspects of instruction. Results (a) confirmed the feasibility of implementing the integrated, in-depth science model at the primary level and (b) showed that experimental students obtained significantly higher achievement on Iowa Tests of Basic Skills Science and Reading tests than comparable controls. Discussed are curricular policy implications for increasing the instructional time for content-area instruction at the primary level.
Descriptors: Reading Comprehension, Reading Tests, Academic Achievement, Emergent Literacy, Grade 2, Grade 1, Science Instruction, Primary Education, Science Education, Models, Longitudinal Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Primary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills