TY - JOUR
T1 - Integrating Literacy and Science Instruction in Kindergarten
T2 - Results From the Efficacy Study of Zoology One
AU - Gray, Abigail M.
AU - Sirinides, Philip M.
AU - Fink, Ryan E.
AU - Bowden, A. Brooks
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant [R305A160109] to the University of Pennsylvania. The opinions expressed are those of the authors. The authors wish to thank Katarina Suwak, Tesla DuBois, Wendy Castillo, Anushka Patel, Maurice Spillane, Viviana Rodriguez, Gwendolyn Lawson, Katie Pak, and Rebecca Davis for their contributions to this work. Key partners at the School District of Philadelphia include Tonya Wolford, Joy Lesnick, Kristyn Stewart, and Diane Castelbuono. Special thanks to Rebecca Maynard, Heather Lamke, and Jane Hileman at American Reading Company for their support of the project.
Publisher Copyright:
© 2021 The Author(s). Published with license by Taylor & Francis Group, LLC.
PY - 2022
Y1 - 2022
N2 - This study examines the efficacy, cost, and implementation of an integrated science and literacy curriculum for kindergarten. The study was conducted in a large urban district and included 1,589 students in 71 classrooms in 21 schools. The research includes a multi-site cluster-randomized controlled trial and mixed-methods cost and implementation studies. Analysis revealed significant impacts on comprehension, letter-naming fluency, and motivation to read. No main impacts were observed on decoding, word identification, or writing; however, exploratory analysis revealed that students whose teachers implemented the treatment with fidelity performed statistically significantly better in writing and decoding. The cost to produce the observed effects was estimated at $480 per student, two-thirds of which was borne by the school. Despite this cost, treatment classrooms achieved savings by using an average of three fewer instructional programs than control classrooms. Teachers reported positive effects from the integrated curriculum on student engagement, learning, and behavior.
AB - This study examines the efficacy, cost, and implementation of an integrated science and literacy curriculum for kindergarten. The study was conducted in a large urban district and included 1,589 students in 71 classrooms in 21 schools. The research includes a multi-site cluster-randomized controlled trial and mixed-methods cost and implementation studies. Analysis revealed significant impacts on comprehension, letter-naming fluency, and motivation to read. No main impacts were observed on decoding, word identification, or writing; however, exploratory analysis revealed that students whose teachers implemented the treatment with fidelity performed statistically significantly better in writing and decoding. The cost to produce the observed effects was estimated at $480 per student, two-thirds of which was borne by the school. Despite this cost, treatment classrooms achieved savings by using an average of three fewer instructional programs than control classrooms. Teachers reported positive effects from the integrated curriculum on student engagement, learning, and behavior.
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U2 - 10.1080/19345747.2021.1938313
DO - 10.1080/19345747.2021.1938313
M3 - Article
AN - SCOPUS:85125808692
SN - 1934-5747
VL - 15
SP - 1
EP - 27
JO - Journal of Research on Educational Effectiveness
JF - Journal of Research on Educational Effectiveness
IS - 1
ER -