Differential Impact of Initial Vocabulary and Literacy-Integrated Science Instruction on Middle School Students' Academic Outcomes

• In Event: 72.030 - STEM Matters 2: Investigating Effects of Gender, Ethnicity, English Language Proficiency, and Engagement on Student Outcomes

Abstract

Using multi-group structural equation modeling, we explored whether the impact of initial academic vocabulary and literacy-infused science intervention on student achievement differ between English Language Learners (ELLs) and English Only students (EOs). A total sample of 202 ELLs and 57 EOs in four randomly assigned intermediate schools was included in the study. The two-year intervention consisted of literacy-integrated and inquiry-based science curriculum. Results show that ELLs depend more heavily than EOs on their initial vocabulary in both reading comprehension and science content mastery; significant treatment effect was also identified on reading comprehension for ELLs but not for EOs.

Authors

• Li Zhang, Texas A&M University - College Station

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

• Rafael Lara-Alecio, Texas A&M University

• Beverly J. Irby, Texas A&M University - College Station