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

Research output: Contribution to journalArticle

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 languageEnglish (US)
Pages (from-to)153-167
Number of pages15
JournalBilingual Research Journal
Volume32
Issue number2
StatePublished - 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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