References
- Allington, R. L. (1977). If they don't read much, how they ever gonna get good? Journal of Reading, 21(1), 57–61. http://www.jstor.org/stable/40009862
- American Educational Research Association, American Psychological Association, National Council on Measurement in Education, & Joint Committee on Standards for Educational and Psychological Testing (U.S.). (2014). Standards for educational and psychological testing. APA.
- American Reading Company (2019, December 19). American Reading Company: Reorder, replenish, renew. https://www.americanreading.com/solutions/reorder
- Anderman, E. M., & Young, A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31(8), 811–831. https://doi.org/https://doi.org/10.1002/tea.3660310805
- Baker, L. (1991). Metacognition, reading and science education. In C. M. Santa & D. E. Alvermann (Eds.), Science learning: Processes and applications (pp. 2–13). International Reading Association.
- Banilower, E. R., Smith, S., Weiss, I. R., Malzahn, K. J., Campbell, K. H., & Weis, A. H. (2013). Report of the 2012 national survey of science and mathematics education. Horizon Research.
- Bowden, A. B., Shand, R., Belfield, C. R., Wang, A., & Levin, H. M. (2017). Evaluating educational interventions that induce service receipt: A case study application of City Connects. American Journal of Evaluation, 38(3), 405–419. https://doi.org/https://doi.org/10.1177/1098214016664983
- Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. G. (2012). The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching, 49(5), 631–658. https://doi.org/https://doi.org/10.1002/tea.21015
- Cervetti, G. N., Pearson, P. D., Bravo, M. A., & Barber, J. (2006). Reading and writing in the service of inquiry-based science. In R. Douglas & M. Klentschy (Eds.), Linking science and literacy in the K–8 classroom. National Science Teachers Association.
- Cipielewski, J., & Stanovich, K. (1992). Predicting growth in reading ability from children’s exposure to print. Journal of Experimental Child Psychology, 54(1), 74–89. https://doi.org/https://doi.org/10.1016/0022-0965(92)90018-2
- Clements, D. H., & Sarama, J. (2016). Math, science, and technology in the early grades. The Future of Children, 26(2), 75–94. https://doi.org/https://doi.org/10.1353/foc.2016.0013
- Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934–945. https://doi.org/https://doi.org/10.1037/0012-1649.33.6.934
- Curran, F. C., & Kellogg, A. T. (2016). Understanding science achievement gaps by race/ethnicity and gender in kindergarten and first grade. Educational Researcher, 45(5), 273–282. https://doi.org/https://doi.org/10.3102/0013189X16656611
- Curran, F. C., & Kitchin, J. (2019). Early elementary science instruction: Does more time on science or science topics/skills predict science achievement in the early grades? AERA Open, 5(3), 233285841986108. https://doi.org/https://doi.org/10.1177/2332858419861081
- Donahue, P. L., Finnegan, R. J., Lutkus, A. D., Allen, N. L., & Campbell, J. R. (2001). The nation’s report card: Fourth-grade reading 2000 (NCES 2001-499). U.S. Department of Education, Office of Educational Research and Improvement. National Center for Education Statistics.
- Duke, N. K. (2000). 3.6 Minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202–224. https://doi.org/https://doi.org/10.1598/RRQ.35.2.1
- Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. K. (2011). Essential elements of fostering and teaching reading comprehension. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (4th ed., pp. 51–93). International Reading Association.
- Ehri, L. C. (1991). Development of the ability to read words. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 383–417). Routledge.
- Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188. https://doi.org/https://doi.org/10.1207/s1532799xssr0902_4
- French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138–149. https://doi.org/https://doi.org/10.1016/j.ecresq.2004.01.004
- Garan, E. M., & DeVoogd, G. (2008). The benefits of sustained silent reading: Scientific research and common sense converge. The Reading Teacher, 62(4), 334–336. https://doi.org/https://doi.org/10.1598/RT.62.4.6
- Goldschmidt, P., & Jung, H. (2011). Evaluation of seeds of science/roots of reading (CRESST report). National Center for Research on Evaluation, Standards, and Student Testing.
- Graham, S., Harris, K. R., & Santangelo, T. (2015). Research-based writing practices and the common core: Meta-analysis and meta-synthesis. The Elementary School Journal, 115(4), 498–522. https://doi.org/https://doi.org/10.1086/681964
- Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710–744. 744. 784-785. https://doi.org/https://doi.org/10.17763/haer.81.4.t2k0m13756113566
- Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology, 46(5), 1008–1017. https://doi.org/https://doi.org/10.1037/a0020104
- Guthrie, J. T., Anderson, E., Alao, S., & Rinehart, J. (1999). Influences of concept-oriented reading instruction on strategy use and conceptual learning from text. The Elementary School Journal, 99(4), 343–366. https://doi.org/https://doi.org/10.1086/461929
- Guthrie, J. T., & Humenick, N. M. (2004). Motivating students to read: Evidence for classroom practices that increase reading motivation and achievement. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 329–354). P.H. Brookes Pub.
- Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 403–422). Routledge.
- Guthrie, J. T., & Wigfield, A. (2006). The impact of concept-oriented reading instruction on students’ reading motivation, reading engagement, and reading comprehension. In J. L. Meece & J. S. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 463–475). Routledge.
- Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K. C., Taboada, A., & Barbosa, P. (2006). Influences of stimulating tasks on reading motivation and comprehension. The Journal of Educational Research, 99(4), 232–246. https://doi.org/https://doi.org/10.3200/JOER.99.4.232-246
- Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231–256. https://doi.org/https://doi.org/10.1207/s1532799xssr0303_3
- Henrichs, L. F., & Leseman, P. P. (2014). Early science instruction and academic language development can go hand in hand. The promising effects of a low-intensity teacher-focused intervention. International Journal of Science Education, 36(17), 2978–2995. https://doi.org/https://doi.org/10.1080/09500693.2014.948944
- Hindman, A. H., Wasik, B. A., & Snell, E. K. (2016). Closing the 30 million word gap: Next steps in designing research to inform practice. Child Development Perspectives, 10 (2), 134–139. https://doi.org/https://doi.org/10.1111/cdep.12177
- Hulleman, C. S., & Cordray, D. S. (2009). Moving from the lab to the field: The role of fidelity and achieved relative intervention strength. Journal of Research on Educational Effectiveness, 2(1), 88–110. https://doi.org/https://doi.org/10.1080/19345740802539325
- Hunger Free America. (2018). Hunger Free America: Philadelphia falling behind in freedom to eat [Greater Philadelphia Hunger Report, 2018]. Hunger Free America.
- Jean, E., Morgan, P. L., & Fuchs, D. (2018). Understanding and promoting the motivation to read in young children. In N. D. Young, C. N. Michael, & T. Citro (Eds.), From floundering to fluent: Reaching and teaching struggling readers (pp. 41–51). Rowman & Littlefield.
- Jorm, A. F., & Share, D. L. (1983). Phonological recoding and reading acquisition. Applied Psycholinguistics, 4(2), 103–147. https://doi.org/https://doi.org/10.1017/S0142716400004380
- Juel, C. (1991). Beginning reading. In R. Barr, M. L. Kamil, P. B. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 759–788). Routledge.
- Kurz, L. A. (2018). Literacy integrated with kindergarten science: An investigation of impacts of kindergarten students including those at-risk for learning disabilities (Publication No. 10809792) [Doctoral dissertation, George Mason University]. ProQuest Dissertations Publishing.
- Ladd, H. F., & Sorensen, L. C. (2017). Returns to teacher experience: Student achievement and motivation in middle school. Education Finance and Policy, 12(2), 241–279. https://doi.org/https://doi.org/10.1162/EDFP_a_00194
- Leppänen, U., Aunola, K., Niemi, P., & Nurmi, J. E. (2008). Letter knowledge predicts grade 4 reading fluency and reading comprehension. Learning and Instruction, 18(6), 548–564. https://doi.org/https://doi.org/10.1016/j.learninstruc.2007.11.004
- Levin, H. M. (1975). Cost-effectiveness analysis in evaluation research. In M. Guttentag & E. L. Struening (Eds.), Handbook of evaluation research (Vol. 2, p. 89). Sage.
- Levin, H. M., McEwan, P., Belfield, C., Bowden, A. B., & Shand, R. (2018). Economic evaluation in education: Cost-effectiveness and benefit cost analysis. Sage.
- Logan, S., & Medford, E. (2011). Gender differences in the strength of association between motivation, competency beliefs and reading skill. Educational Research, 53(1), 85–94. https://doi.org/https://doi.org/10.1080/00131881.2011.552242
- Lonigan, C. J., Schatschnieder, C., & Westberg, L. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy.
- McGeown, S. P., Johnston, R. S., Walker, J., Howatson, K., Stockburn, A., & Dufton, P. (2015). The relationship between young children’s enjoyment of learning to read, reading attitudes, confidence and attainment. Educational Research, 57(4), 389–402. https://doi.org/https://doi.org/10.1080/00131881.2015.1091234
- Miller, M., & Moss, B. (2013). No more independent reading without support. Heinemann.
- Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/https://doi.org/10.1037/a0021890
- Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45(1), 18–35. https://doi.org/https://doi.org/10.3102/0013189X16633182
- National Center for Educational Statistics. (2019). www.nces.ed.gov
- National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy.
- National Science Foundation. (2019). Women, minorities, and persons with disabilities in science and engineering: 2019. National Center for Science and Engineering Statistics. https://ncses.nsf.gov/pubs/nsf19304/
- Okahana, H., Feaster, K., & Allum, J. (2016). Graduate enrollment and degrees: 2005 to 2015. Council of Graduate Schools.
- Ozernov‐Palchik, O., Norton, E. S., Sideridis, G., Beach, S. D., Wolf, M., Gabrieli, J. D., & Gaab, N. (2017). Longitudinal stability of pre‐reading skill profiles of kindergarten children: Implications for early screening and theories of reading. Developmental Science, 20(5), e12471. https://doi.org/https://doi.org/10.1111/desc.12471
- Padilla, M. J., Muth, K. D., & Lund Padilla, R. K. (1991). Science and reading: Many process skills in common. In S. M. Santa & D. E. Alvermann (Eds.), Science learning—Processes and applications (pp. 14–19). International Reading Association.
- Pearson, P. D., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the other. Science, 328(5977), 459–463. https://doi.org/https://doi.org/10.1126/science.1182595
- Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (Vol. 1). Sage.
- Reutzel, D. R., Fawson, P. C., & Smith, J. A. (2008). Reconsidering silent sustained reading: An exploratory study of scaffolded silent reading. The Journal of Educational Research, 102(1), 37–50. https://doi.org/https://doi.org/10.3200/JOER.102.1.37-50
- Romance, N. R., & Vitale, M. R. (1992). A curriculum strategy that expands time for in-depth elementary science instruction by using science-based reading strategies: Effects of a year-long study in grade four. Journal of Research in Science Teaching, 29(6), 545–554. https://doi.org/https://doi.org/10.1002/tea.3660290604
- Romance, N. R., & Vitale, M. R. (2001). Implementing an in-depth expanded science model in elementary schools: Multi-year findings, research issues, and policy implications. International Journal of Science Education, 23(4), 373–404. https://doi.org/https://doi.org/10.1080/09500690116738
- Sahin, A., Ayar, M. C., & Adiguzel, T. (2014). STEM related after-school program activities and outcomes on student learning. Educational Sciences: Theory & Practice, 14(1), 309–322.
- Samuels, S. J., & Wu, Y. (2003). How the amount of time spent on independent reading affects reading achievement: A response to the National Reading Panel. Univesity of Minnesota.
- Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
- Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/https://doi.org/10.1016/0010-0277(94)00645-2
- Slavin, R. E., Lake, C., Hanley, P., & Thurston, A. (2014). Experimental evaluations of elementary science programs: A best-evidence synthesis. Journal of Research in Science Teaching, 51(7), 870–901. https://doi.org/https://doi.org/10.1002/tea.21139
- Stage, S. A., Sheppard, J., Davidson, M. M., & Browning, M. M. (2001). Prediction of first-graders' growth in oral reading fluency using kindergarten letter fluency. Journal of School Psychology, 39(3), 225–237. https://doi.org/https://doi.org/10.1016/S0022-4405(01)00065-6
- Stanley, C. T., Petscher, Y., & Catts, H. (2018). A longitudinal investigation of direct and indirect links between reading skills in kindergarten and reading comprehension in tenth grade. Reading and Writing, 31(1), 133–153.
- Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–407. https://doi.org/https://doi.org/10.1598/RRQ.21.4.1
- Stine, D. (2009). America COMPETES Act: Programs, funding, and selected issues. Library of Congress, Congressional Research Service.
- Strickland, D., & Riley-Ayers, S. (2006). Early literacy: Policy and practice in the preschool years. National Institute for Early Education Research (NIEER).
- Taboada, A., Tonks, S. M., Wigfield, A., & Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22(1), 85–106. https://doi.org/https://doi.org/10.1007/s11145-008-9133-y
- Topping, K. J., Samuels, J., & Paul, T. (2007). Does practice make perfect? Independent reading quantity, quality and student achievement. Learning and Instruction, 17(3), 253–264. https://doi.org/https://doi.org/10.1016/j.learninstruc.2007.02.002
- U.S. Census Bureau. (2019). American Community Survey. https://www.census.gov/
- Vedder-Weiss, D., & Fortus, D. (2011). Adolescents' declining motivation to learn science: Inevitable or not? Journal of Research in Science Teaching, 48(2), 199–216. https://doi.org/https://doi.org/10.1002/tea.20398
- Vitale, M. R., & Romance, N. R. (2011). Adaptation of a knowledge-based instructional intervention to accelerate student learning in science and early literacy in grades 1 and 2. Journal of Curriculum and Instruction, 5(2), 79–93.
- Wang, J. H. Y., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39(2), 162–186. https://doi.org/https://doi.org/10.1598/RRQ.39.2.2
- Weiss, M. J., Bloom, H. S., & Brock, T. (2014). A conceptual framework for studying the sources of variation in program effects. Journal of Policy Analysis and Management, 33(3), 778–808. https://doi.org/https://doi.org/10.1002/pam.21760
- Wendt, J. L., Rockinson-Szapkiw, A., & Cordes, M. (2018). Examining the influence of a STEM certification model on female, minority science outcomes. The Journal of Educational Research, 111(6), 666–677. https://doi.org/https://doi.org/10.1080/00220671.2017.1396437
- Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives, 10(3), 190–195. https://doi.org/https://doi.org/10.1111/cdep.12184
- Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A., & Barbosa, P. (2008). Role of reading engagement in mediating effects of reading comprehension on reading outcomes. Psychology in the Schools, 45(5), 432–445. https://doi.org/https://doi.org/10.1002/pits.20307
- Wright, T. S., & Gotwals, A. W. (2017). Supporting kindergartners’ science talk in the context of an integrated science and disciplinary literacy curriculum. The Elementary School Journal, 117(3), 513–537. https://doi.org/https://doi.org/10.1086/690273
- Wright, T. S., & Neuman, S. B. (2014). Paucity and disparity in kindergarten oral vocabulary instruction. Journal of Literacy Research, 46(3), 330–357. https://doi.org/https://doi.org/10.1177/1086296X14551474