Science writing achievement among english language learners: Results of three-year intervention in urban elementary schools Article

Lee, O, Mahotiere, M, Salinas, A et al. (2009). Science writing achievement among english language learners: Results of three-year intervention in urban elementary schools . 32(2), 153-167. 10.1080/15235880903170009

cited authors

  • Lee, O; Mahotiere, M; Salinas, A; Penfield, RD; Maerten-Rivera, J

authors

abstract

  • As part of our professional development intervention, this study examined third-grade ELL students' writing achievement that included “form” (i.e., conventions, organization, and style/voice) and “content” (i.e., specific knowledge and understanding of science) in expository science writing. The study included six treatment schools from a large urban school district. Data were collected from three different groups of students over 3 separate years. Students displayed a statistically significant increase each year, and the gains were incrementally larger over the 3-year period. Students at ESOL levels 1 to 4 made gains comparable to those who had exited from ESOL or never been in ESOL. © 2009 by the National Association for Bilingual Education.

publication date

  • September 29, 2009

Digital Object Identifier (DOI)

start page

  • 153

end page

  • 167

volume

  • 32

issue

  • 2