ERIC Number: ED517988
Record Type: Non-Journal
Publication Date: 2011
Pages: 14
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
An Integrated Interdisciplinary Model for Accelerating Student Achievement in Science and Reading Comprehension across Grades 3-8: Implications for Research and Practice
Romance, Nancy R.; Vitale, Michael R.
Society for Research on Educational Effectiveness
The purpose of this cross-sectional study was to investigate the effects of a multi-year implementation of the Science IDEAS model on (a) the Iowa Tests of Basic Skills (ITBS) achievement growth in Reading Comprehension and Science of grade 3-5 students receiving the model, and (b) the transfer effects of the model as measured by ITBS Reading Comprehension and Science to grades 6-8. In doing so, a major objective of the study was to demonstrate the implications for school reform of increasing the instructional time for in-depth science instruction as a means for accelerating student achievement in both reading and science. The study was conducted in a large (185,000 students), diverse (African American: 29%, Hispanic: 19%, Other: 5%, Free Lunch: 40%) urban school system in southeastern Florida. The findings of this multi-year, cross-sectional study substantially extend previously reported research demonstrating the effectiveness of content-area learning in science as a means for improving student reading comprehension. In doing so, this study is suggestive of reversing current curricular policy that emphasizes the major allocation of student instructional time to non-content-oriented basal reading programs in place of meaningful content-area instruction. Implications of the present study are that a curricular approach integrating literacy within in-depth science instruction potentially has the dual benefit of directly and, on a transfer basis, increasing student academic achievement in these two critical areas. (Contains 2 tables and 2 figures.)
Descriptors: Science Achievement, Reading Achievement, Reading Comprehension, Interdisciplinary Approach, Case Studies, Science Instruction, Time Factors (Learning), Urban Schools, Content Area Writing, Instructional Effectiveness, Elementary School Students, Middle School Students
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Elementary Education; Elementary Secondary 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: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills
Grant or Contract Numbers: N/A