Science Writing Achievement among English Language Learners: Results of Three-Year Intervention in Urban Elementary Schools

Autor/inn/en	Lee, Okhee; Mahotiere, Margarette; Salinas, Alejandra; Penfield, Randall D.; Maerten-Rivera, Jaime
Titel	Science Writing Achievement among English Language Learners: Results of Three-Year Intervention in Urban Elementary Schools
Quelle	In: Bilingual Research Journal, 32 (2009) 2, S.153-167 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
Schlagwörter	Science Achievement; Urban Schools; Intervention; Writing Achievement; Second Language Learning; English (Second Language); Professional Development; Grade 3; Language Styles; Expository Writing; School Districts; Achievement Gains; Workshops + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; School year 03; 3. Schuljahr; Schuljahr 03; Sprachstil; School district; Schulbezirk; Achievement gain; Leistungssteigerung; Lernwerkstatt; Schulung
Abstract	As part of our professional development intervention, this study examined third-grade ELL students' writing achievement that included "form" (i.e., conventions, organization, and style/voice) and "content" (i.e., specific knowledge and understanding of science) in expository science writing. The study included six treatment schools from a large urban school district. Data were collected from three different groups of students over 3 separate years. Students displayed a statistically significant increase each year, and the gains were incrementally larger over the 3-year period. Students at ESOL levels 1 to 4 made gains comparable to those who had exited from ESOL or never been in ESOL. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10