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ERIC Number: EJ913960
Record Type: Journal
Publication Date: 2011-Feb
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1038-2046
Linking Geography to Reading and English Language Learners' Achievement in US Elementary and Middle School Classrooms
Hinde, Elizabeth R.; Osborn Popp, Sharon E.; Jimenez-Silva, Margarita; Dorn, Ronald I.
International Research in Geographical and Environmental Education, v20 n1 p47-63 Feb 2011
The "GeoLiteracy for English language learners" (ELLs) program is a curriculum that enhances reading and writing skills while teaching geography content for US students in kindergarten through eighth grades. The program includes 85 lesson plans that address all US national geography standards, a quarter of which address environmental issues. The program also includes methodology and materials aimed at meeting the academic needs of the growing population of ELLs in the United States. This article describes a study conducted in three US states that examined the effects of "GeoLiteracy for English Language Learners" on reading comprehension of third to eighth grade students. The findings reveal that reading comprehension achievement of students, especially ELLs, who used GeoLiteracy improved or maintained. Thus, offering geography education to ELLs not only promotes the discipline but also improves reading comprehension. This study uncovered a number of bureaucratic, political and philosophical issues related to the education of ELLs in the state of Arizona, which could mirror issues in other US states. (Contains 3 tables and 1 figure.)
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 - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona; Indiana; Oklahoma; United States