Keywords

Esol; esl; second language; content area literacy; content area learning; science; middle school; secondary school

Abstract

The focus of this quasi-experimental study was to examine the impact of explicit instruction of science comparison and contrast macro text structures plus micro text structures on the content learning, sentence comprehension, and reading comprehension of eighth-grade English Learners (ELs) and non-English Learners (non-ELs) in three inclusive science classrooms. Although the results of this study did not show significant differences between groups in sentence comprehension, reading comprehension, or science content learning, the treatment group increased and maintained their science content learning scores over time, while the scores of the comparison group declined from post-test to delayed post-test. In addition, the researcher sought to determine whether sentence combination scores were a predictor of reading comprehension scores. The results showed that sentence combination scores were good predictors for reading comprehension.

Notes

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Graduation Date

2015

Semester

Summer

Advisor

Zygouris-Coe, Vassiliki

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education and Human Performance

Degree Program

Education; TESOL Track

Format

application/pdf

Identifier

CFE0005875

URL

http://purl.fcla.edu/fcla/etd/CFE0005875

Language

English

Release Date

August 2016

Length of Campus-only Access

1 year

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic

Included in

Education Commons

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