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

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.

Author dc:creator

• Rivera, Jelitza

Contributors dc:contributor

• Zygouris-Coe, Vicky

• Esol; esl; second language; content area literacy; content area learning; science; middle school; secondary school
• Education
• Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic

Language dc:language

English

Identifier

CFE0005875

OAI identifier oai:identifier

oai:stars.library.ucf.edu:etd-2244