The effect of an instructional intervention on middle school english learners' science and english reading achievement Academic Article uri icon


  • AbstractThis study examined the effect of a quasiexperimental project on fifth grade English learners' achievement in statemandated standardsbased science and English reading assessment. A total of 166 treatment students and 80 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of ongoing professional development and specific instructional science lessons with inquirybased learning, direct and explicit vocabulary instruction, integration of reading and writing, and enrichment components including integration of technology, takehome science activities, and university scientists mentoring. Results suggested a significant and positive intervention effect in favor of the treatment students as reflected in higher performance in districtwide curriculumbased tests of science and reading and standardized tests of oral reading fluency. 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 9871011, 2012

published proceedings


altmetric score

  • 3

author list (cited authors)

  • Lara-Alecio, R., Tong, F., Irby, B. J., Guerrero, C., Huerta, M., & Fan, Y.

citation count

  • 84

complete list of authors

  • Lara-Alecio, Rafael||Tong, Fuhui||Irby, Beverly J||Guerrero, Cindy||Huerta, Maggie||Fan, Yinan

publication date

  • October 2012