Effects of First-Grade Content-Area Literacy Intervention on Reading, Writing, Domain Knowledge, and Reading Motivation for English Learners and English-Proficient Students
July 17, 2019
Jackie Relyea, Laura Mesite, Mary Burkhauser, James S. Kim, and Catherine Armstrong present Effects of First-Grade Content-Area Literacy Intervention on Reading, Writing, Domain Knowledge, and Reading Motivation for English Learners and English-Proficient Students at the Society for the Scientific Study of Reading (SSSR) Conference in Toronto, Ontario.
The study was to examine the effects of first-grade science-embedded literacy intervention on reading, argumentative writing, science concept knowledge, and reading motivation for English learners (ELs; n = 136) and English-proficient students (EPs; n = 526). Using a randomized controlled trial design, we investigated the following questions:
- Do the intervention effects on reading, writing, science concept knowledge, and reading motivation vary by ELs and EPs?
- What are the intervention effects for ELs and EPs compared to their peers in the control condition?
Method: The intervention and control groups of students were recruited from 10 schools in one urban district. The intervention consisted of reading content-rich texts, explicit instruction of key science concepts, collaborative research, and argumentative writing instruction.
Results: Research Question 1: Multilevel linear modeling analyses revealed that there was a significant interaction effect only on reading motivation (p < .01), indicating that the intervention effect on reading motivation significantly varied by language status.
Research Question 2: Subgroup analyses revealed that ELs in the intervention group significantly outperformed ELs in the control group on science concept knowledge (ES = .43) and reading motivation (ES = .53; ps < .05). EPs in the intervention group had significantly higher scores on reading (ES = .01) and science concept knowledge (ES = .28; ps < .05) than EPs in the control group.
Conclusion: The content-area literacy intervention offered unique opportunities for all students to improve science concept knowledge, and the key intervention features particularly improved the chances for ELs to engage with reading.