Adaptation of a Knowledge-Based Instructional Intervention to Accelerate Student Learning in Science and Early Literacy in Grades 1 and 2

Abstract

This study focused on accelerating the development of in-depth science for students (N = 513) in grades 1-2 as a means for enhancing reading comprehension. Using an adaptation of a grade 3-5 cognitive-science-based, instructional model (Science IDEAS), the study implemented daily 45 minute instructional periods emphasizing in-depth, cumulative learning of science core-concept "clusters" that provided teachers with a thematic focus for all aspects of science instruction. Results confirmed the feasibility of implementing in-depth science instruction at the primary level and showed through analysis of covariance (ANCOVA) that experimental students obtained significantly higher achievement on nationally-normed Iowa Tests of Basic Skills (ITBS) Reading and ITBS Science subtests than comparable controls. Curricular policy implications for increasing the instructional time for content-area instruction at the primary level are discussed.Despite a continuing national emphasis on educational reform over the past 20 years, the low percentage of students achieving proficiency in science and reading comprehension has remained a continuing systemic problem (National Center for

Using in-Depth Science Instruction to Accelerate Student Achievement in Science and Reading Comprehension in Grades 1 – 2

“…In interpreting the findings, it is important to note that expansion of the treatment in the present study from 8 weeks (Vitale & Romance, 2007b) to a full school year demonstrated the impact of the intervention on student achievement in science and reading comprehension across both grade levels in a manner consistent with findings of previous research with students in grades 3 -8 (Romance & Vitale, 1992, 2011. Consistent with prior research on the Science IDEAS model in grades 3 -5, the present findings resulting from the adapted Science IDEAS model in grades 1 -2 are supportive of the feasibility and effectiveness of in-depth, content-area learning across grades 1 -5 to accelerate student achievement in both science and reading comprehension.…”

“…By obtaining this dual achievement outcome, the impact of age-appropriate, in-depth integrated science instruction on reading comprehension justifies the increased time allocated for daily science instruction. Implications of this year-long study extend well beyond the "proof of concept" findings of the previous 8-week study (Vitale & Romance, 2007b) by demonstrating both the feasibility and effectiveness of the integrated 45 minute per day model, in contrast to literature reviewed by Koch & Appleton (2007). In combination with findings reported by Romance & Vitale (1992, 2011 in grades 3 -5 and literature emphasizing the importance of science at the primary level (e.g.…”

“…The present year-long study extended a previous 8-week study (Vitale & Romance, 2007b) which found significant achievement growth in Iowa Tests of Basic Skills (ITBS) Reading and Science in grade 2, but not in grade 1. Given the mixed results of the 8-week study, the primary objective of this study was to investigate the effects of implementing the integrated instructional model for a full school year on student achievement in science and reading in grades 1 -2.…”

“…The teacher professional development modules and support strategies used were developed and validated in the previous 8-week study (Vitale & Romance, 2007b). Prior to the start of the school year, participating teachers completed a 2-day professional development "start-up" module.…”

Research in Early Childhood Science Education

“…Recently, Vitale and Romance ( 2011 ) adapted Science IDEAS for early childhood students in fi rst and second grades. In this work, they did not replace the traditional literacy block, but instead included an additional 45 min block that featured reading age-appropriate science materials (likely leveled books; no additional information is supplied), combined with inquiry activities, concept mapping, and writing (journaling for fi rst grade; writing to inform others for second).…”