Assessing ELLs' Reading Comprehension and Science Understandings Using Retellings

Autor/inn/en	Faggella-Luby, Michael; Griffith, Robin R.; Silva, Cecilia; Weinburgh, Molly H.
Titel	Assessing ELLs' Reading Comprehension and Science Understandings Using Retellings
Quelle	In: Electronic Journal of Science Education, 20 (2016) 3, S.150-166 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-3430
Schlagwörter	English Language Learners; Alternative Assessment; Science Instruction; Student Evaluation; Reading Comprehension; Reading Materials; Scientific Concepts; Grade 5; Elementary School Science; Urban Schools; Recall (Psychology); Concept Formation; Energy; Accuracy; Content Area Reading + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulnote; Studentische Bewertung; Leseverstehen; School year 05; 5. Schuljahr; Schuljahr 05; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Abberufung; Concept learning; Begriffsbildung; Energie; Sinnerfassendes Lesen
Abstract	This article explores the use of alternative assessments as a way to determine the impact of science instruction on English Language Learners' (ELLs) abilities to comprehend an informational trade book text, both at the level of reading comprehension and at the level of science understanding. This multi-cohort comparison study of 47 fifth grade ELLs in a large urban district in the southwest compared students' retellings of an informational text on the science topics of wind energy and wind turbines. All students received 14 days of intensive, hands-on instruction on science concepts with the experimental group studying wind energy and wind turbines and the control group studying genetics and DNA. Findings from data analysis reveal that students who received instruction on the science concept of wind energy and wind turbines (experimental group) had more accurate retellings of the related text at the reading comprehension level. Students in the experimental group also demonstrated stronger conceptual understanding of the science concept of energy transfer. This study has implication for science teachers as it provides evidence to support retelling as an assessment method in the science classroom. (As Provided).
Anmerkungen	Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ejse@southwestern.edu; Web site: http://ejse.southwestern.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01