The effects of using a curriculum program with embedded literacy on middle school students' science performance and confidence
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Date
2020
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Montana State University - Bozeman, College of Letters & Science
Abstract
Incorporating disciplinary literacy into content area instruction has been a focus of the district for several years. General strategies such as annotating text and note-taking were implemented with little success. The purchase of a new science curriculum program, Amplify Science, with embedded literacy strategies gave teachers the opportunity to teach students science content through embedded literacy strategies that utilize reading, writing, and communicating in science. The effectiveness of this program was measured by comparing students' pre- and post-unit assessment scores, ability to write science arguments using Amplify and non-Amplify prompts, reading comprehension, ability to annotate text, self-assessment of their reading abilities, and a survey of students' confidence in science. Students and the collaborating teacher were also interviewed to discuss specific areas of growth. Results indicate that Amplify Science has made a very significant, positive impact on this group of 6th grade students' performance and confidence in science, as well as their ability to read and write in science.