Direct and Transfer Effects of an Interdisciplinary Model Integrating Science and Reading in Grades 1-3: Results and Policy Implications

Autor/inn/en	Vitale, Michael R.; Romance, Nancy
Titel	Direct and Transfer Effects of an Interdisciplinary Model Integrating Science and Reading in Grades 1-3: Results and Policy Implications
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 8, S.2203-2214 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10289-z
Schlagwörter	Interdisciplinary Approach; Science Education; Reading Instruction; Primary Education; Intervention; Writing Across the Curriculum; Achievement Tests; Standardized Tests; Academic Achievement; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Naturwissenschaftliche Bildung; Leseunterricht; Primarbereich; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Schulleistung
Abstract	Implemented was a 45-minute per day Primary Science IDEAS intervention in grades 1-2 integrating reading and writing within science instruction in a multi-year study conducted in 8 experimental and 9 control schools. Results found a significant direct achievement effect in grades 1-2 on both the Iowa Tests of Basic Skills (ITBS) Science and Reading. In addition, the direct effect of the intervention in grades 1-2 also resulted in significant achievement transfer from grades 1-2 to grade 3 on both the ITBS Science and Reading. Discussed are policy implications of the findings for increasing instructional time allocated to science in grades 1-2 and expanding the focus of grade 1-2 student achievement assessment to include content-area learning. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01