Integrating Literacy and Science for English Language Learners: From Learning-to-Read to Reading-to-Learn

Tong, Fuhui; Irby, Beverly J.; Lara‐Alecio, Rafael; Koch, Janice

doi:10.1080/00220671.2013.833072

Cited by 67 publications

(69 citation statements)

References 50 publications

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“…Tong, Irby, Lara-Alecio, and Koch (2014) noted no gender differences on science achievement for fifth-grade ELL students.…”

Section: Science and Gendermentioning

confidence: 93%

“…In addition, comparing language and concept scores between ELL, former ELL, and ES students is noteworthy, because limited research (e.g., Tong, Lara-Alecio, Irby, & Koch, 2014;Fradd et al, 2001;Lee et al, 2008;Lynch et al, 2005;Shaw et al, 2014) exists in which researchers have tracked former ELL students and/or economically disadvantaged ES students, in addition to ELL students, in the context of science intervention studies.…”

Section: Persistent Achievement Gapmentioning

confidence: 98%

“…Specifically, researchers are concerned with female students who, especially if from diverse and economically disadvantaged backgrounds, struggle academically in the science classroom and are less likely to choose science related careers (Kohlass, Lin, & Chu, 2010;Riegle-Crumb, Moore, & RamosWada, 2011). Given these challenges, researchers have proposed integrating literacy instruction into the science classroom to help students of diverse backgrounds succeed academically (Lara-Alecio, Tong, Irby, Guerrero, Huerta, & Fan, 2012;Tong, Irby, Lara-Alecio, & Koch, 2014;Fang, 2006;Janzen, 2008;Lee, 2005;Lee, Quinn, & Vald es, 2013).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Measuring and comparing academic language development and conceptual understanding via science notebooks

Huerta

Tong

Irby

et al. 2016

The Journal of Educational Research

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“…Tong, Irby, Lara-Alecio, and Koch (2014) noted no gender differences on science achievement for fifth-grade ELL students.…”

Section: Science and Gendermentioning

confidence: 93%

Section: Persistent Achievement Gapmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Measuring and comparing academic language development and conceptual understanding via science notebooks

Huerta

Tong

Irby

et al. 2016

The Journal of Educational Research

Self Cite

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“…While selecting and developing instructional materials, it is important to consider scaffolding instruction to meet student needs. These lessons are what we consider literacy-infused science [18,31], with the curriculum being interdisciplinary between science and literacy. We embedded ESL strategies into the lessons throughout the 5Es, including questioning strategies, academic language scaffolding, visual scaffolding, use of manipulatives and realia, collaborative and cooperative grouping, content connections, and integration of technology [12].…”

Section: Intervention As It Relates To the Bisamentioning

confidence: 99%

“…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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A review of the methodological characteristics of vocabulary interventions for emergent bilinguals in preschool to sixth grade

Bengochea

Sembiante

2023

Review of Education

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Vocabulary is foundational for reading and strongly linked to emergent bilingual (EB) students' academic achievement. Given the few syntheses on vocabulary interventions that are focused on emergent bilinguals, this literature review appraises the existing research and thoroughly accounts for methodological characteristics across studies relating to sample, treatment, and outcomes. We further investigate vocabulary teaching approaches that elicit positive vocabulary outcomes for preschool through to sixth grade EBs. Relevant intervention studies were identified and analysed for the study's sample, measure, and treatment characteristics as well as significant intervention outcomes. Analyses reveal that for sample characteristics there was a large amount of non‐reported information and a predominance of homogeneous, Spanish‐speaking, low second language proficiency sampling. For measurement characteristics, studies emphasised decontextualised and breadth of vocabulary knowledge as well as receptive vocabulary knowledge through oral responses. Patterns in treatment characteristics showed a prominence of unaligned treatment conditions, few investigations of home language support on EBs' vocabulary outcomes, and effectiveness of balanced approaches. Future research should build on effective balanced approaches and explore closer aligned comparison conditions with greater use of EBs' home languages. Practitioners should provide holistic vocabulary instruction for EBs that incorporates home language support, multimedia support during reading, and independent reading, all of which should provide extended and repeated vocabulary exposure.

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Integrating Literacy and Science for English Language Learners: From Learning-to-Read to Reading-to-Learn

Cited by 67 publications

References 50 publications

Measuring and comparing academic language development and conceptual understanding via science notebooks

Measuring and comparing academic language development and conceptual understanding via science notebooks

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

A review of the methodological characteristics of vocabulary interventions for emergent bilinguals in preschool to sixth grade

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