Examining the Relationship Between Reading Comprehension and Science Achievement in Elementary School Children: Evidence From Schools’ Science and State English Assessment

• In Event: Effective Literacy Interventions in Elementary and Middle School

Abstract

This study examined the relationship between reading literacy and science knowledge integration at the elementary school level using a proportional odds model. A content-based assessment on genetic inheritance was administered to 208 fifth graders. State reading assessment results were obtained to indicate students’ reading literacy, understanding of narrative text, and higher level comprehension skills. Results indicate that all explanatory variables associated with and predicted students’ science knowledge integration significantly and positively. Additionally, students’ understanding of narrative text impacted their science performance more strongly than higher levels of reading comprehension skills. Implications for reading strategies intervention in science education are discussed from the perspective of cognitive processes underlying textual comprehension and knowledge acquisition.

Authors

• Xuechun Zhou, Pearson Assessment & Information

• Michelle Williams, Michigan State University

• Joi Merritt, Arizona State Univeristy

• Liyang Mao, Michigan State University