Longitudinal Intervention Integrating Literacy and Science for Fifth-Grade Hispanic Current and Former English Learners

• In Event: Issues of Literacy and Science

Abstract

This study examined the joint impact of a previous 4-year science-embedded English literacy intervention (K-3) and a subsequent 1-year literacy-integrated science intervention among low-SES Hispanic fifth grade current/former English language learners (ELLs). Findings suggest that students benefited more from the science intervention during fifth grade if they received the literacy intervention K-3 as reflected in English reading comprehension and state reading and science assessments; and quality instruction in the interdisciplinary and cross-disciplinary integration of language and science could alleviate ELLs’ disadvantage, and close gender gap in science. We concluded that learning to read and reading to learn in science should occur simultaneously and continuously, from kindergarten to middle grades, and beyond for current and former ELLs’ success in science literacy.

Authors

• Fuhui Tong, Texas A&M University - College Station

• Beverly J. Irby, Sam Houston State University

• Rafael Lara-Alecio, Texas A&M University