Impact of an Integrated Science and Reading Intervention (INSCIREAD) on Bilingual Students’ Misconceptions, Reading Comprehension, and Transferability of Strategies
| dc.contributor.author | Martínez, Patricia | |
| dc.creator | Martínez, Patricia | |
| dc.date | 2008-03-04 | |
| dc.date.accessioned | 2008-07-17T13:58:42Z | |
| dc.date.available | NO_RESTRICTION | |
| dc.date.available | 2008-07-17T13:58:42Z | |
| dc.date.issued | 2008-07-17T13:58:42Z | |
| dc.description.abstract | This thesis describes a research study that resulted in an instructional model directed at helping fourth grade diverse students improve their science knowledge, their reading comprehension, their awareness of the relationship between science and reading, and their ability to transfer strategies. The focus of the instructional model emerged from the intersection of constructs in science and reading literacy; the model identifies cognitive strategies that can be used in science and reading, and inquiry-based instruction related to the science content read by participants. The intervention is termed INSCIREAD (Instruction in Science and Reading). The GoInquire web-based system (2006) was used to develop students’ content knowledge in slow landform change. Seventy-eight students participated in the study. The treatment group comprised 49 students without disabilities and 8 students with disabilities. The control group comprised 21 students without disabilities. The design of the study is a combination of a mixedmethods quasi-experimental design (Study 1), and a single subject design with groups as the unit of analysis (Study 2). The results from the quantitative measures demonstrated that the text recall data analysis from Study 1 yielded near significant statistical levels when comparing the performance of students without disabilities in the treatment group to that of the control group. Visual analyses of the results from the text recall data from Study 2 showed at least minimal change in all groups. The results of the data analysis of the level of the generated questions show there was a statistically significant increase in the scores students without disabilities obtained in the questions they generated from the pre to the posttest. The analyses conducted to detect incongruities, to summarize and rate importance, and to determine the number of propositions on a science and reading concept map data showed a statistically significant difference between students without disabilities in the treatment and the control groups on post-intervention scores. The analysis of the data from the number of misconceptions of students without disabilities showed that the frequency of 4 of the 11 misconceptions changed significantly from pre to post elicitation stages. The analyses of the qualitative measures of the think alouds and interviews generally supported the above findings. | |
| dc.identifier.uri | https://hdl.handle.net/1920/3179 | |
| dc.language.iso | en | |
| dc.subject | Science | |
| dc.subject | Reading Comprehension | |
| dc.subject | Special Ed | |
| dc.subject | Cognitive Strategies | |
| dc.subject | Misconceptions | |
| dc.subject | Inquiry Learning | |
| dc.title | Impact of an Integrated Science and Reading Intervention (INSCIREAD) on Bilingual Students’ Misconceptions, Reading Comprehension, and Transferability of Strategies | |
| dc.type | Dissertation | |
| thesis.degree.discipline | Education | |
| thesis.degree.grantor | George Mason University | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy in Education |