Integrating Literacy and Science for English Language Learners: From Learning-to-Read to Reading-to-Learn

Volume: 107, Issue: 5, Pages: 410 - 426
Published: Aug 13, 2014
Abstract
The authors examined the impact of 2 subsequent, longitudinal interdisciplinary interventions for 58 Hispanic English language learners (ELLs): (a) Grade 5 science with English language/reading embedded (i.e., science intervention) and (b) K–3 English language/reading with science embedded (i.e., language/reading intervention). Results revealed that (a) in the science intervention treatment ELLs outperformed their counterparts in English-reading...
Paper Details
Title
Integrating Literacy and Science for English Language Learners: From Learning-to-Read to Reading-to-Learn
Published Date
Aug 13, 2014
Volume
107
Issue
5
Pages
410 - 426
Citation AnalysisPro
  • Scinapse’s Top 10 Citation Journals & Affiliations graph reveals the quality and authenticity of citations received by a paper.
  • Discover whether citations have been inflated due to self-citations, or if citations include institutional bias.