A Quasi-Experimental Study on the Impact of Explicit Instruction of Science Text Structures on Eighth-Grade English Learners' and Non-English Learners' Content Learning and Reading Comprehension in Three Inclusive Science Classrooms
Esol; esl; second language; content area literacy; content area learning; science; middle school; secondary school
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.
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Doctor of Philosophy (Ph.D.)
College of Education and Human Performance
Education; Teaching English to Speakers of Other Languages
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic
Rivera, Jelitza, "A Quasi-Experimental Study on the Impact of Explicit Instruction of Science Text Structures on Eighth-Grade English Learners' and Non-English Learners' Content Learning and Reading Comprehension in Three Inclusive Science Classrooms" (2015). Electronic Theses and Dissertations. 1245.
Restricted to the UCF community until August 2016; it will then be open access.