The effects of targeted language development on scientific literacy and language proficiency
Venturi, Sarah Keefer
MetadataShow full item record
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.