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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 . Oct 2012 49(8):987-1011. - 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. (Contains 5 tables.)
Details
- Language :
- English
- ISSN :
- 0022-4308
- Volume :
- 49
- Issue :
- 8
- Database :
- ERIC
- Journal :
- Journal of Research in Science Teaching
- Publication Type :
- Academic Journal
- Accession number :
- EJ979397
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1002/tea.21031