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

Author

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  • Fuhui Tong
  • Beverly J. Irby
  • Rafael Lara-Alecio
  • Janice Koch

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 fluency, knowledge of word meaning, and science and reading achievement; (b) in the language/reading intervention treatment ELLs continued to develop faster than their peers in English oracy, reading fluency, and comprehension; (c) ELLs benefited more from the science intervention if they received the prior language/reading intervention. We conclude that for ELLs, the integration of science and English language/reading should primarily focus on reading in elementary grades and science in Grade 5.

Suggested Citation

  • Fuhui Tong & Beverly J. Irby & Rafael Lara-Alecio & Janice Koch, 2014. "Integrating Literacy and Science for English Language Learners: From Learning-to-Read to Reading-to-Learn," The Journal of Educational Research, Taylor & Francis Journals, vol. 107(5), pages 410-426, August.
    • Handle: RePEc:taf:vjerxx:v:107:y:2014:i:5:p:410-426
    DOI: 10.1080/00220671.2013.833072
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