Literacy Integrated With Kindergarten Science (LINKS): An Investigation of Impacts of Inclusive Kindergarten Classrooms

• In Event: Marriott Roundtable Session 71
  In Roundtable Session: Versatile Teaching Methods and Interventions That Enhance Science Learning

Abstract

A quasi-experimental design was employed to investigate the impact of Literacy Integrated with Kindergarten Science (LINKS), an intervention that purposefully infuses science content into literacy instruction, on science learning. Students from nine inclusive kindergarten classrooms and their teachers participated. Treatment teachers implemented LINKS components (e.g., interactive read-alouds of science informational texts, science-infused literacy centers, science writing activities) during three weeks of literacy instruction with all students. Findings revealed the treatment group significantly outperformed the control group on a measure of science learning (i.e., science content and inquiry skills). Following the intervention, more treatment students were able to verbalize a deeper understanding of science content covered during the intervention period than control students. Implications will be discussed.

Authors

• Leigh Ann Kurz, George Mason University

• Sheri Berkeley, George Mason University