Examining 19 Years of Writing Intervention Research in Science Classrooms With K–12 Students, Including English Language Learners

• In Event: Working Together: The Integration of Reading and Writing in Supporting Science Learning

Abstract

The science standards set forth by the Next Generation Science Standards of 2012 emphasize the need for educators to integrate science and literacy, including writing, in order to maximize student learning. Within the last two decades, studies considering the effectiveness of science and literacy integration on students’ learning outcomes have proliferated. This review synthesized 19 years (1996 – 2015) of intervention studies specifically integrating writing in science. The study focused on the academic outcomes of K-12 students, including English Language Learners (ELLs), specific aspects of the writing instruction within the interventions, and comparison of studies with ELL and without ELL samples. Implications for future research and instructional practice are discussed.

Authors

• Margarita Huerta, University of Nevada - Las Vegas

• Tiberio Garza, University of Nevada - Las Vegas

• Tracy Spies, University of Nevada - Las Vegas

• Sharolyn D. Pollard-Durodola, University of Nevada Las Vegas