Literaturnachweis - Detailanzeige
| Autor/inn/en | Hwang, HyeJin; Cabell, Sonia Q.; Joyner, Rachel E. |
|---|---|
| Titel | Does Cultivating Content Knowledge during Literacy Instruction Support Vocabulary and Comprehension in the Elementary School Years? A Systematic Review |
| Quelle | In: Reading Psychology, 44 (2023) 2, S.145-174 (30 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Hwang, HyeJin) ORCID (Cabell, Sonia Q.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0270-2711 |
| DOI | 10.1080/02702711.2022.2141397 |
| Schlagwörter | Elementary Education; Literacy Education; Knowledge Level; Vocabulary; Comprehension; Science Instruction; Social Studies; Language Arts; English Instruction; Intervention; Outcomes of Education; Differences |
| Abstract | This systematic review examined whether building content knowledge in science and/or social studies topics during English Language Arts (ELA) instruction enhances vocabulary and comprehension. It also described how ELA instruction has been leveraged to build content knowledge in the elementary years. A systematic search of the extant literature identified eight (quasi)experimental studies. Five of the eight studies met standards of research quality for validating causal inferences. The results of the meta-analysis of the five studies showed that supporting content knowledge in ELA strengthened vocabulary related to content being taught (effect size g = 0.29). The average effect size for comprehension was positive and significant when standardized comprehension measures and researcher-developed comprehension measures were considered together (g = 0.24). In addition, we found common and different patterns of content-rich ELA instruction regarding the use of texts, reading, writing, discussion, and/or hands-on activities. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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