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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

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Date Issued:
2015
Abstract/Description:
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.
Title: 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.
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Name(s): Rivera, Jelitza, Author
Zygouris-Coe, Vassiliki, Committee Chair
Nutta, Joyce, Committee Member
Witta, Eleanor, Committee Member
Ehren, Barbara, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2015
Publisher: University of Central Florida
Language(s): English
Abstract/Description: 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.
Identifier: CFE0005875 (IID), ucf:50864 (fedora)
Note(s): 2015-08-01
Ph.D.
Education and Human Performance, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): ESOL -- ESL -- second language -- content area literacy -- content area learning -- science -- middle school -- secondary school
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0005875
Restrictions on Access: campus 2016-08-15
Host Institution: UCF

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