Child Characteristics by Science Instruction Interactions in Second and Third Grade and Their Relation to Students' Content-Area Knowledge, Vocabulary, and Reading Skill Gains

Autor/inn/en	Connor, Carol McDonald; Rice, Diana C.; Canto, Angela I.; Southerland, Sherry A.; Underwood, Phyllis; Kaya, Sibel; Fishman, Barry; Morrison, Frederick J.
Titel	Child Characteristics by Science Instruction Interactions in Second and Third Grade and Their Relation to Students' Content-Area Knowledge, Vocabulary, and Reading Skill Gains
Quelle	In: Elementary School Journal, 113 (2012) 1, S.52-75 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Literacy Education; Reading Skills; Science Instruction; Grade 3; Grade 2; Elementary School Students; Content Area Reading; Vocabulary; Language Arts; Reading Comprehension; Elementary School Teachers; Scores; Individual Differences; Children; Individual Characteristics + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; Sinnerfassendes Lesen; Wortschatz; Sprachkultur; Leseverstehen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Individueller Unterschied; Child; Kind; Kinder; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	The associations among second- and third-grade students' content-area knowledge, vocabulary, and reading gains and the science instruction they received were examined in this exploratory longitudinal study. We also asked whether there were child characteristics x instruction interaction effects on students' content-area literacy. Second graders (n = 88) were followed into third grade (n = 73). Classrooms were observed all day in the fall, winter, and spring, and amounts and types of science instruction and language arts instruction were recorded. Results revealed that specific types of science instruction were related to second- and third-grade students' gains in content-area literacy skills and that the relation of science instruction to outcomes depended on students' fall content-area knowledge, vocabulary, and reading skills. These results suggest that science instruction may promote students' developing content-area literacy growth and may be more effective when it is implemented taking individual student differences into account. (Contains 3 figures, 8 tables, and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10