Acquiring Science and Social Studies Knowledge in Kindergarten through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

Autor/inn/en	Connor, Carol McDonald; Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov
Titel	Acquiring Science and Social Studies Knowledge in Kindergarten through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)
Quelle	In: Journal of Educational Psychology, 109 (2017) 3, S.301-320 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000128
Schlagwörter	Social Studies; Science Achievement; Skill Development; Early Childhood Education; Individualized Instruction; Content Area Reading; Scientific Literacy; Randomized Controlled Trials; Instructional Effectiveness; Improvement Programs; Pretests Posttests; Curriculum Design; Curriculum Implementation; Program Effectiveness; Achievement Gains; Achievement Tests; Elementary School Students; Florida; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Kompetenzentwicklung; Qualifikationsentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Individualisierender Unterricht; Sinnerfassendes Lesen; Unterrichtserfolg; Effizienzsteigerung; Lehrplangestaltung; Achievement gain; Leistungssteigerung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized) instructional program for kindergarteners through 4th graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n = 230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through 4th grade. Results reveal that CALI demonstrates promise as a usable and feasible instructional individualized general education program, and is efficacious in improving social studies (d = 2.2) and science (d = 2.1) knowledge, with some evidence of improving oral and reading comprehension skills (d = 0.125). (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11