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ERIC Number: EJ988249
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1492-6156
The Impact of Differentiated Instructional Materials on English Language Learner (ELL) Students' Comprehension of Science Laboratory Tasks
Manavathu, Marian; Zhou, George
Canadian Journal of Science, Mathematics and Technology Education, v12 n4 p334-349 2012
Through a qualitative research design, this article investigates the impacts of differentiated laboratory instructional materials on English language learners' (ELLs) laboratory task comprehension. The factors affecting ELLs' science learning experiences are further explored. Data analysis reveals a greater degree of laboratory task comprehension when utilizing language-modified and visually modified laboratory instructional materials. The findings suggest the further development of linguistically appropriate science course materials. This study also indicates that teachers must consider the sociopsychological influences affecting the individual ELL in order to better facilitate science learning. (Contains 3 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: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada