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Literacy Integrated with Kindergarten Science : = An Investigation of Impacts of Kindergarten Students Including Those At-risk for Learning Disabilities.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Literacy Integrated with Kindergarten Science :/
其他題名:	An Investigation of Impacts of Kindergarten Students Including Those At-risk for Learning Disabilities.
作者:	Kurz, Leigh Ann.
面頁冊數:	1 online resource (292 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Reading instruction. -
電子資源:	click for full text (PQDT)
ISBN:	9780438109858

Literacy Integrated with Kindergarten Science : = An Investigation of Impacts of Kindergarten Students Including Those At-risk for Learning Disabilities.
Kurz, Leigh Ann.

Literacy Integrated with Kindergarten Science :An Investigation of Impacts of Kindergarten Students Including Those At-risk for Learning Disabilities. - 1 online resource (292 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--George Mason University, 2018.

Includes bibliographical references

This pre/post quasi-experimental study investigated the effects of Literacy Integrated with Kindergarten Science (LINKS), a three-week intervention that integrated science content into existing components of literacy instruction (e.g., shared reading, literacy centers, writing), on the science learning of kindergarten students, including those at-risk for learning disabilities. Students from nine inclusive kindergarten classrooms and their teachers participated. Classrooms were balanced based on teacher and classroom variables and purposely assigned to treatment (LINKS) or comparison (business as usual) conditions. Students' science learning, depth of knowledge, and perceptions were evaluated. Five treatment teachers were trained on LINKS components and implemented the intervention's three components (interactive read-alouds of science informational texts, science-infused literacy centers, science writing activities) during the kindergarten language arts block. Results revealed the treatment group significantly outperformed the comparison group on a measure of science learning (science content and inquiry skills). Treatment students also had significantly greater growth in answer complexity scores and were able to verbalize a deeper understanding of science content covered during the intervention period than comparison students. Additionally, student perceptions of their learning were revealed in themes of school enjoyment, accomplishments, misconceptions of science, and integrated learning. Implications of findings and recommendations for future research are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438109858Subjects--Topical Terms:

1148440
Reading instruction.
Index Terms--Genre/Form:

554714
Electronic books.

Literacy Integrated with Kindergarten Science : = An Investigation of Impacts of Kindergarten Students Including Those At-risk for Learning Disabilities.
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520 $a This pre/post quasi-experimental study investigated the effects of Literacy Integrated with Kindergarten Science (LINKS), a three-week intervention that integrated science content into existing components of literacy instruction (e.g., shared reading, literacy centers, writing), on the science learning of kindergarten students, including those at-risk for learning disabilities. Students from nine inclusive kindergarten classrooms and their teachers participated. Classrooms were balanced based on teacher and classroom variables and purposely assigned to treatment (LINKS) or comparison (business as usual) conditions. Students' science learning, depth of knowledge, and perceptions were evaluated. Five treatment teachers were trained on LINKS components and implemented the intervention's three components (interactive read-alouds of science informational texts, science-infused literacy centers, science writing activities) during the kindergarten language arts block. Results revealed the treatment group significantly outperformed the comparison group on a measure of science learning (science content and inquiry skills). Treatment students also had significantly greater growth in answer complexity scores and were able to verbalize a deeper understanding of science content covered during the intervention period than comparison students. Additionally, student perceptions of their learning were revealed in themes of school enjoyment, accomplishments, misconceptions of science, and integrated learning. Implications of findings and recommendations for future research are discussed.
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