Integrating Literacy and Science for English Language Learners: From Learning-to-Read to Reading-to-Learn
Autor: | Beverly J. Irby, Fuhui Tong, Rafael Lara-Alecio, Janice Koch |
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Rok vydání: | 2014 |
Předmět: | |
Zdroj: | The Journal of Educational Research. 107:410-426 |
ISSN: | 1940-0675 0022-0671 |
DOI: | 10.1080/00220671.2013.833072 |
Popis: | The authors examined the impact of 2 subsequent, longitudinal interdisciplinary interventions for 58 Hispanic English language learners (ELLs): (a) Grade 5 science with English language/reading embedded (i.e., science intervention) and (b) K–3 English language/reading with science embedded (i.e., language/reading intervention). Results revealed that (a) in the science intervention treatment ELLs outperformed their counterparts in English-reading fluency, knowledge of word meaning, and science and reading achievement; (b) in the language/reading intervention treatment ELLs continued to develop faster than their peers in English oracy, reading fluency, and comprehension; (c) ELLs benefited more from the science intervention if they received the prior language/reading intervention. We conclude that for ELLs, the integration of science and English language/reading should primarily focus on reading in elementary grades and science in Grade 5. |
Databáze: | OpenAIRE |
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