Integrating Literacy and Science Instruction in Kindergarten: Results from the Efficacy "Study of Zoology One"

Autor/inn/en	Gray, Abigail M.; Sirinides, Philip M.; Fink, Ryan E.; Bowden, A. Brooks
Titel	Integrating Literacy and Science Instruction in Kindergarten: Results from the Efficacy "Study of Zoology One"
Quelle	In: Journal of Research on Educational Effectiveness, 15 (2022) 1, S.1-27 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bowden, A. Brooks) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2021.1938313
Schlagwörter	Kindergarten; Literacy Education; Science Instruction; Integrated Curriculum; Instructional Effectiveness; Program Costs; Curriculum Implementation; Preschool Teachers; Young Children; Urban Schools; Science Achievement; Reading Achievement; Reading Motivation; Writing Achievement; Fidelity; Pennsylvania (Philadelphia); Woodcock Reading Mastery Test; Developmental Reading Assessment; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Frühe Kindheit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseleistung; Lesemotivation; Schulleistung; Test
Abstract	This study examines the efficacy, cost, and implementation of an integrated science and literacy curriculum for kindergarten. The study was conducted in a large urban district and included 1,589 students in 71 classrooms in 21 schools. The research includes a multi-site cluster-randomized controlled trial and mixed-methods cost and implementation studies. Analysis revealed significant impacts on comprehension, letter-naming fluency, and motivation to read. No main impacts were observed on decoding, word identification, or writing; however, exploratory analysis revealed that students whose teachers implemented the treatment with fidelity performed statistically significantly better in writing and decoding. The cost to produce the observed effects was estimated at $480 per student, two-thirds of which was borne by the school. Despite this cost, treatment classrooms achieved savings by using an average of three fewer instructional programs than control classrooms. Teachers reported positive effects from the integrated curriculum on student engagement, learning, and behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01