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The effect of an instructional intervention on middle school english learners' science and english reading achievement.
- Source :
- Journal of Research in Science Teaching; Oct2012, Vol. 49 Issue 8, p987-1011, 25p
- Publication Year :
- 2012
-
Abstract
- This study examined the effect of a quasi-experimental project on fifth grade English learners' achievement in state-mandated standards-based science and English reading assessment. A total of 166 treatment students and 80 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of on-going professional development and specific instructional science lessons with inquiry-based learning, direct and explicit vocabulary instruction, integration of reading and writing, and enrichment components including integration of technology, take-home science activities, and university scientists mentoring. Results suggested a significant and positive intervention effect in favor of the treatment students as reflected in higher performance in district-wide curriculum-based tests of science and reading and standardized tests of oral reading fluency. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 987-1011, 2012 [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00224308
- Volume :
- 49
- Issue :
- 8
- Database :
- Complementary Index
- Journal :
- Journal of Research in Science Teaching
- Publication Type :
- Academic Journal
- Accession number :
- 79862619
- Full Text :
- https://doi.org/10.1002/tea.21031