Literacy-Integrated Science Intervention With Middle School English Learners: A Longitudinal Randomized Trial Study

• In Event: Supporting K–12 English Language Learners in Science: Putting Research Into Teaching Practice

Abstract

Purpose
In this presentation we share results from a two-year (grades 5 to 6) literacy-integrated science intervention accompanied by structured professional development (PD) for teachers of ELLs and low SES non-ELLs to enhance science and reading literacy achievement. Further, teachers’ pedagogical practices were also compared between treatment and control conditions.
Conceptual Framework
The new conceptual framework for the Next Generation of Science Standards (NGSS lead states, 2013) requires that students acquire the four domains of language skills, i.e., listening, speaking, reading, writing, as they develop their models and explanations, and “present their ideas or engage in reasoned argumentation with others …” (p. 3). However, although important in science education, scientific language often presents a barrier to both ELLs and English speakers, because it is composed of distinctive linguistic features and unfamiliar discourse patterns fundamentally different from everyday language (Fang, 2005; Ryoo, 2010).
Science inquiry has been successfully applied in increasing scientific understanding among ethnically diverse, low- SES students (Amaral, Garrison, & Klentschy, 2002; Author, 2008). Further, the integration of reading with science instruction has been found to be critical in fostering scientific understanding (Author, 2010).

Methods and Results
Our study was a longitudinal (5th to 6th grade), field-based, randomized control trial (RCT) research project targeting low SES ELLs and non-ELLs in an urban school district. Four intermediate schools were randomly assigned to treatment (2 schools) and control (2 schools) conditions. By the end of 6th grade there were 160 Spanish-speaking ELLs (105 in treatment and 55 in control) and 116 non-ELLs (48 in treatment and 68 in control).
The intervention (see Figure 2) is includes a teacher PD component and student instructional intervention composed of (a) 5E model for science instruction; (b) reading expository science text with a focus on vocabulary development and extension; (c) written academic science vocabulary in individual science notebooks; and (d) enrichment components such as technology tools; scientist mentors and Science Saturdays; and family take-home activities.
Findings from multi-level analysis suggested that for both ELLs and non-ELLs, treatment students outperformed their control peers on oral reading fluency, science assessment, district science benchmark tests in grades 5 and 6 (see Figures 3-6), and district reading benchmark tests. ELLs in the treatment condition also demonstrated a faster development than their control peers on standardized English language measures (see Figures 7 and 8). Finally, we have also observed a significant treatment effect on teachers’ science instruction (see Figures 9 and 10).

Significance of the Study
Our intervention provides an opportunity for low-SES ethnic minority students, both ELLs and non-ELLs, to acquire more science knowledge and skills (Author, 2012, 2014). Our findings have implications for the field of science education and bilingual/ESL education. If this model works under controlled conditions, it has potential to be sustainable and transferrable to other settings. If school district personnel introduce nonintrusive, consistent, yet structured literacy-integrated science interventions with supported PD, then teachers may be able to engage in such practices to improve minority students’ academic English proficiency and science achievement.

Authors

• Rafael Lara-Alecio, Texas A&M University

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

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