The effects of targeted language development on scientific literacy and language proficiency
| dc.contributor.advisor | Chairperson, Graduate Committee: Peggy Taylor. | en |
| dc.contributor.author | Venturi, Sarah Keefer | en |
| dc.date.accessioned | 2017-03-21T20:16:50Z | |
| dc.date.available | 2017-03-21T20:16:50Z | |
| dc.date.issued | 2016 | en |
| dc.description.abstract | This project was designed to investigate if direct language instruction could impact ELL students' literacy skills and content knowledge acquisition. Students were coached in the Reading for Meaning Strategy, an active reading strategy that incorporates the four language skill areas: reading, writing, speaking and listening. Student assessments and artifacts revealed gains in content knowledge and improvement in writing skills. | en |
| dc.identifier.uri | https://scholarworks.montana.edu/handle/1/10105 | en |
| dc.language.iso | en | en |
| dc.publisher | Montana State University - Bozeman, Graduate School | en |
| dc.rights.holder | Copyright 2016 by Sarah Keefer Venturi | en |
| dc.subject.lcsh | High school students | en |
| dc.subject.lcsh | Biology | en |
| dc.subject.lcsh | English language | en |
| dc.subject.lcsh | Teaching | en |
| dc.title | The effects of targeted language development on scientific literacy and language proficiency | en |
| dc.type | Professional Paper | en |
| mus.relation.department | Master of Science in Science Education | en_US |
| thesis.degree.committeemembers | Members, Graduate Committee: Eric Brunsell; Suzanna Soileau. | en |
| thesis.degree.department | Master of Science in Science Education | en |
| thesis.degree.genre | Professional Paper | en |
| thesis.degree.name | MS | en |
| thesis.format.extentfirstpage | 1 | en |
| thesis.format.extentlastpage | 46 | en |
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