Journal Article

Direct and Transfer Effects of an Interdisciplinary Model Integrating Science and Reading in Grades 1–3: Results and Policy Implications

Vitale, Michael R., Romance, Nancy

2023

Overview

Implemented was a 45-minute per day Primary Science IDEAS intervention in grades 1–2 integrating reading and writing within science instruction in a multi-year study conducted in 8 experimental and 9 control schools. Results found a significant direct achievement effect in grades 1–2 on both the Iowa Tests of Basic Skills (ITBS) Science and Reading. In addition, the direct effect of the intervention in grades 1–2 also resulted in significant achievement transfer from grades 1–2 to grade 3 on both the ITBS Science and Reading. Discussed are policy implications of the findings for increasing instructional time allocated to science in grades 1–2 and expanding the focus of grade 1–2 student achievement assessment to include content-area learning.

• Publisher: Springer Nature Singapore,Springer,Springer Nature B.V
• Subject: Academic Achievement / Achievement Tests / Active Learning / Authentic Learning / Basic Skills / Classrooms / Cognitive ability / Cognitive Psychology / Concept Mapping / Content Area Reading / Demography / Education / Educational Environment / Elementary School Students / Elementary schools / Experimental Schools / Grade 1 / Grade 2 / Grade 3 / Hands on Science / Interdisciplinary Approach / Interdisciplinary aspects / Intervention / Knowledge / Language Arts / Learner Engagement / Learning / Literacy / Mathematics Education / Outcomes of Education / Primary Education / Prior Learning / Reading Achievement / Reading comprehension / Reading Instruction / Reading Materials / School districts / School environment / Science / Science Education / Standardized Tests / Students / Writing Across the Curriculum