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Abstract
This article presents the results of a study testing the efficacy of an instructional model that attends to the science, literacy, and language learning needs of English Learners (ELs) through a curriculum development project. The model is based on the premise that reading, writing, and discourse are better served when these important language processes are regarded as a means to rich subject matter learning. The quasi-experimental study included fourth and fifth grade ELs who experienced a science curriculum in one of two conditions: (a) science, literacy, and language integrated curriculum; or (b) a content-comparable curriculum where the focus was “hands-on” science. ELs in the treatment condition outperformed ELs in the comparison group in science understanding and science vocabulary, but no statistically significant differences were found with science reading.
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Notes on contributors
Marco A. Bravo
Marco A. Bravo is an assistant professor in the Department of Education at Santa Clara University. His research interests include the literacy development of English learners.
Gina N. Cervetti
Gina N. Cervetti is an assistant professor of Literacy, Language, and Culture in the School of Education at the University of Michigan. Her research interests focus on science as a context for literacy development.