The Impact of a Literacy-Infused Science Intervention on Fifth-Grade Economically Challenged Students' Science Learning

• In Event: Marriott Roundtable Session Five
  In Roundtable Session: Books and Literacy in Science Education (Table 8)

Abstract

Derived from a 5-year longitudinal randomized controlled trial (RCT) project, this study investigated the impact of a literacy-infused science (LIS) intervention on fifth-grade economically challenged (EC) students’ science learning outcomes after one year of implementation. Data included a total of 16 teachers and 341 EC students from 6 high-poverty schools that were randomly assigned into treatment and comparison groups. The intervention consists of a LIS science curriculum at the student level and virtual professional development (VPD) at the teacher level. By assessing students’ science learning outcomes at the beginning and the end of the academic year, we found a significant difference favoring the treatment group measured by a researcher-designed test. Implications for teachers and educators are discussed.

Authors

• Fubiao Zhen, Texas A&M University
  Presenting Author

• Fuhui Tong, Texas A&M University
  Non-Presenting Author