Helping Struggling Middle School Literacy Learners Achieve Success

Palumbo, Anthony; Sanacore, Joseph

doi:10.3200/tchs.82.6.275-280

Cited by 13 publications

(11 citation statements)

References 21 publications

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“…The review of the literature revealed that the number of studies addressing literacy and science instructional integration at the middle school level for ethnically diverse, low-SES students is very limited (August, Branum-Martin, Cardenas-Hagan, & Francis, 2009;Author, 2012;Palumbo & Sanacore, 2009). Furthermore, from a methodological perspective, experimental and quasi-experimental designs with these students are rare; few studies are longitudinal that result in positive intervention effect on student achievement (August et al, 2009;Lee & Luykx, 2006).…”

Section: Literacy/reading and Science Integrationmentioning

confidence: 99%

A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation

Tong

Irby

Lara‐Alecio

et al. 2014

International Journal of Science Education

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Section: Literacy/reading and Science Integrationmentioning

confidence: 99%

A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation

Tong

Irby

Lara‐Alecio

et al. 2014

International Journal of Science Education

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“…In addition to language, science involves a certain set of practices referred to as science and engineering practices [9] and new ways of thinking about the natural world [7]. Therefore, to facilitate students' learning, researchers have advocated the integration of literacy and science and determined that this integration can promote improved English literacy skills and scientific thinking for EL and EC students (e.g., [10][11][12][13][14][15][16][17][18][19]). Engaging in inquiry-based instruction has resulted in or promoted improved student learning for the general student population and has been noted by several researchers and scholars for over 50 years (e.g., [20][21][22][23][24][25]).…”

Section: Literacy-infused Inquiry-based Science For Els and Ecsmentioning

confidence: 99%

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

et al. 2018

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Abstract:The overarching purpose of our study was to compare performances of treatment and control condition students who completed a literacy-infused, inquiry-based science intervention through sixth grade as measured by a big idea assessment tool which we refer to as the Big Ideas in Science Assessment (BISA). First, we determine the concurrent validity of the BISA; second, we investigate the differences in the post-test of the BISA between treatment and control English Learners (ELs), controlling for their performance in the pre-test; third, we analyze the differences in the post-test of the BISA between treatment and control non-ELs, controlling for their performance in the pre-test; and fourth, we examine the relationship between students' English language proficiency as measured by standardized assessment, and their performance in the BISA among ELs and non-ELs, respectively. Our findings indicate: (a) literacy-infused science lessons with big ideas, implemented through the tested intervention, improved students' language acquisition and science concept understanding for ELs and economically challenged students (ECs); (b) there was a positive relationship between language and content for both ELs and non-ELs, with a similar magnitude, suggesting that students with a higher level of English proficiency score higher in science assessment; and (c) the lesson plans prepared were successful for promoting a literacy-infused science curriculum via a 5E Model (Engage, Explore, Explain, Elaborate, and Evaluate) that includes three to five of the Es used daily. A pedagogical approach for a literacy-infused science model with big ideas is proposed.

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“…Having identified the various reading preferences of boys and girls and their association with reading achievement, we took a closer look at current educational practices in this regard. How we teach reading is particularly important because it is directly associated with student outcomes (Hairrell et al, 2011;Clanet, 2010;Palumbo & Sanacore, 2009). Our analysis hopefully sheds light on the similarities and differences between existing practices and the actual reading interests of boys and girls which may help to improve teaching methods in this regard.…”

Section: Teaching Practices and Reading Achievementmentioning

confidence: 99%

“…According to the literature, to improve their reading skills, students must have access to a library (Sanacore & Palumbo, 2009;Small et al, 2009). But are library resources truly an integral part of teaching practices?…”

Section: Library Resources As a Teaching Strategymentioning

confidence: 99%

Impact of Students’ Reading Preferences on Reading Achievement

Bouchamma¹,

Poulin²,

Basque³

et al. 2013

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The reading preferences of 13-year-old boys and girls were examined to identify the factors determining reading achievement. Students from each Canadian province and one territory (N = 20,094) completed a questionnaire on, among others, the types of in-class reading activities. T-test results indicate that the boys spent more time reading textbooks, magazines, newspapers, Internet articles and electronic encyclopedias, while the girls read more novels, fiction, informative or non-fiction texts, and books from the school or local libraries. Logistical regression shows that reading achievement for both sexes was determined by identical reading preferences: reading novels, informative texts, and books from the school library, as well as level of interest in the class reading material and participation in the discussions on what was read in class.

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Helping Struggling Middle School Literacy Learners Achieve Success

Cited by 13 publications

References 21 publications

A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation

A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

Impact of Students’ Reading Preferences on Reading Achievement

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