Science Writing Achievement among English Language Learners: Results of Three-Year Intervention in Urban Elementary Schools

Okhee Lee; Margarette Mahotiere; Alejandra Salinas; Randall D. Penfield; Jaime Maerten-Rivera

Science Writing Achievement among English Language Learners: Results of Three-Year Intervention in Urban Elementary Schools

Okhee Lee, Margarette Mahotiere, Alejandra Salinas, Randall D. Penfield, Jaime Maerten-Rivera

Teaching and Learning

Research output: Contribution to journal › Article › peer-review

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. (Contains 4 tables.)

Original language	English (US)
Pages (from-to)	153-167
Number of pages	15
Journal	Bilingual Research Journal
Volume	32
Issue number	2
State	Published - Jan 1 2009

Keywords

Science Achievement
Urban Schools
Intervention
Writing Achievement
Second Language Learning
English (Second Language)
Professional Development
Grade 3
Language Styles
Expository Writing
School Districts
Achievement Gains
Workshops

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Lee, O., Mahotiere, M., Salinas, A., Penfield, R. D., & Maerten-Rivera, J. (2009). Science Writing Achievement among English Language Learners: Results of Three-Year Intervention in Urban Elementary Schools. Bilingual Research Journal, 32(2), 153-167. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ861665&site=ehost-live; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/15235880903170009

Lee, O, Mahotiere, M, Salinas, A, Penfield, RD & Maerten-Rivera, J 2009, 'Science Writing Achievement among English Language Learners: Results of Three-Year Intervention in Urban Elementary Schools', Bilingual Research Journal, vol. 32, no. 2, pp. 153-167. <http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ861665&site=ehost-live; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/15235880903170009>

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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. (Contains 4 tables.)",

keywords = "Science Achievement, Urban Schools, Intervention, Writing Achievement, Second Language Learning, English (Second Language), Professional Development, Grade 3, Language Styles, Expository Writing, School Districts, Achievement Gains, Workshops",

author = "Okhee Lee and Margarette Mahotiere and Alejandra Salinas and Penfield, {Randall D.} and Jaime Maerten-Rivera",

note = "Accession Number: EJ861665; Acquisition Information: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; Education Level: Elementary EducationGrade 3; Reference Count: 26; Journal Code: FEB2014; Level of Availability: Not available from ERIC; Publication Type: Journal Articles; Publication Type: Reports - Evaluative; Entry Date: 2009",

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AU - Lee, Okhee

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AU - Salinas, Alejandra

AU - Penfield, Randall D.

AU - Maerten-Rivera, Jaime

N1 - Accession Number: EJ861665; Acquisition Information: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; Education Level: Elementary EducationGrade 3; Reference Count: 26; Journal Code: FEB2014; Level of Availability: Not available from ERIC; Publication Type: Journal Articles; Publication Type: Reports - Evaluative; Entry Date: 2009

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N2 - 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. (Contains 4 tables.)

AB - 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. (Contains 4 tables.)

KW - Science Achievement

KW - Urban Schools

KW - Intervention

KW - Writing Achievement

KW - Second Language Learning

KW - English (Second Language)

KW - Professional Development

KW - Grade 3

KW - Language Styles

KW - Expository Writing

KW - School Districts

KW - Achievement Gains

KW - Workshops

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SP - 153

EP - 167

JO - Bilingual Research Journal

JF - Bilingual Research Journal

IS - 2

ER -

Science Writing Achievement among English Language Learners: Results of Three-Year Intervention in Urban Elementary Schools

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Keywords

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