Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis

This study synthesized impacts of integrated literacy and content-area instruction (i.e., science, social studies) on vocabulary and comprehension outcomes in the elementary years (i.e., kindergarten through fifth grade). A systematic search of the extant literature identified 35 (quasi)experimental...

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Veröffentlicht in:	Scientific studies of reading Jg. 26; H. 3; S. 223 - 249
Hauptverfasser:	Hwang, HyeJin, Cabell, Sonia Q., Joyner, Rachel E.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Philadelphia Routledge 04.05.2022 Routledge, Taylor & Francis Group
Schlagworte:	Comparative Analysis Comprehension Content area instruction Content Area Reading Content Area Writing Correlation Effect Size Elementary School Students Grade 5 Intermediate Grades Intervention Kindergarten Knowledge Learning outcomes Literacy Meta Analysis Moderators Reading Comprehension Research design Research Reports Science Instruction Social Studies Teaching Teaching Methods Vocabulary Vocabulary Development Vocabulary learning
ISSN:	1088-8438, 1532-799X
Online-Zugang:	Volltext
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