STEM With Roots: Embedding Academic Vocabulary Instruction and Practice With Digital Tools in the Preprimary and Primary-Grade English Language Arts Block

• In Event: 66.024 - Exploring Interdisciplinary Possibilities With Literacy Linkages in Urban STEM Schools

Abstract

Purpose: In the shift to a knowledge economy, subject matter content is seriously vying for instructional time, even as the demand for better ELA skills is increasing. Presently, ELA instruction consumes about 135 minutes in a typical elementary school day (about 38% of time) whereas total time spent on science and social studies averages 45 minutes per day (about 12%). The result is growing pressure not only to improve ELA instruction to accelerate basic skills, but also to innovate it with increased access to academic content vocabulary that builds content knowledge. Digital tools show promise in helping to meet these new curricular demands.

Perspectives: Drawing on innovation theories (Christensen, Horn & Staker, 2013), we develop, implement, and test two innovations in the ELA block: (1) direct instruction (DI) of content vocabulary to increase time spent on subject matter content and (2) deliberate practice (DP) using digital tools (ebooks; apps) to support ELA learning in multimodal and customized ways. We used an education design research framework, which supports a pragmatic approach to contextualize a problem, encourages collaboration between researchers and teachers, and permits a variety of analytic strategies that inform instructional design (Smith, Schmidt, Edelen-Smith, & Cook, 2013)

Methods, techniques, or modes of inquiry: This 12-week study is a second iteration in a design research process to develop and test a blended learning prototype in ELA instructional delivery in a STEM context. A quasi-experimental, mixed methods study was conducted in 10 P-G3 classes matched to 5 controls in an urban-ring district with 238 PreK-G3 students. Intervention classrooms taught ELA using digital resources (e-books + a suite of apps); controls used standard print-based resources.

Data Sources: Pre-posttest CBMs monitored STEM vocabulary growth, and weekly reading reports tracked reading volume (frequency; duration). Direct observation and teacher logs documented fidelity of implementation (FOI) to the prototype. Data analyses included descriptive and inferential statistics, as well as qualitative strategies.

Results: Preliminary analyses suggest a significant main effect for the intervention classrooms (p=.000) and a faster rate of word learning overall (range: 2-6 words/week). Reading volume was substantially higher in the digital environments in terms of number of books and time spent book browsing and reading. Teacher FOI to the ELA prototype was in the 80-85% average range. Classrooms with higher FOI indicate stronger student vocabulary growth and higher reading volume.

Significance: Few evidence-based ELA models in preschool and primary language arts instruction in STEM school contexts exist; implementation research on STEM learning in early childhood classrooms is also limited. A blended approach that combines evidence-based practice with mobile technologies offers a promising sustaining innovation to the ELA block that may increase students’ STEM vocabulary and accelerate their basic skills.

References:
Christensen, C., Horn, M.B. & Staker, H. (2013). Is K-12 blended learning disruptive? An introduction to the theory of hybrids. Retrieved from http://www.christenseninstitute.org/publications/hybrids/ June, 2014.

Smith, G. J., Schmidt, M. M., Edelen-Smith, P. J., & Cook, B. G. (2013). Pasteur's Quadrant as the Bridge Linking Rigor With Relevance. Exceptional Children, 79(2), 147-161.

Authors

• Kathleen A. Roskos, John Carroll University

• Catherine A Rosemary, John Carroll University