The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners

By D. August, L. Branum-Martin, Elsa Cárdenas-Hagan, D. Francis. 2009

163 citations recorded by the source corpus.

Abstract The goal of this study was to assess the effectiveness of an intervention—Quality English and Science Teaching (QuEST)—designed to develop the science knowledge and academic language of middle grades English language learners studying science in their second language and their English-proficient classmates. Ten sixth-grade science teachers in 5 middle schools in a large south Texas district participated in the study. For each teacher, 2 sections were randomly assigned to the intervention, Project QuEST, and 2 sections were randomly assigned to the district curriculum. The sample of students included English language learners, former English language learners, and fluent English-speaking students. Treatment effects were tested separately for science knowledge and vocabulary using a 3-level multilevel analysis of covariance (students nested within section, sections nested within teacher, and teacher) with the analogous pretest serving as the covariate. Analyses included fixed effects of treatment assignment and the covariate. Treatment effects were tested at the level of the section. Results indicated that posttest differences favoring the treatment group sections were statistically significant for both science knowledge and vocabulary.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/f00132d0354c21fb138125303987399e4df11662

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In Developmental and Educational Psychology

In Education

In Language and Linguistics

Citations in the corpus

Impact of a Large-Scale Science Intervention Focused on English Language Learners (2016, background): “Unlike August et al. (2009, 2014), their intervention comprised a year-long curriculum and used state and district assessments as their outcome measures.”
Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research (2014, background): “Some studies are notable because they used the students’ first language as the basis for English vocabulary development (August et al., 2009; Carlo et al., 2004; Perozzi, 1985; Roberts, 2008; Ulanoff & Pucci, 1999).”
Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial (2017, methodology): “Based on intervention studies with ELs, we incorporated additional features of instruction associated with improved outcomes for ELs (August et al., 2009; Vaughn et al., 2009).”