Integrating Literacy and Science Instruction in Kindergarten: Results From the Efficacy Study of <i>Zoology One</i>

Gray, Abigail; Sirinides, Philip; Fink, Ryan; Bowden, A. Brooks

doi:10.1080/19345747.2021.1938313

Cited by 10 publications

(9 citation statements)

References 51 publications

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“…More pointedly, what would it take to help students transfer schemas learned in science to another domain like social studies? To date, early elementary grade content literacy instruction has focused on only science (Cervetti et al, 2012; Gray et al, 2022) or social studies (Duke et al, 2021; Williams et al, 2016). Furthermore, content literacy programs that target multiple domains have shown limited evidence of far transfer in reading in the early elementary grades (Connor et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.

Kim¹,

Burkhauser²,

Relyea³

et al. 2023

Journal of Educational Psychology

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This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.students who participated in a sustained content literacy intervention from first to second grade made larger improvements on both general reading comprehension and science content reading comprehension outcomes.

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Section: Discussionmentioning

confidence: 99%

A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.

Kim¹,

Burkhauser²,

Relyea³

et al. 2023

Journal of Educational Psychology

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“…As an example, let us focus on the recent efficacy trial of Zoology One (Gray et al, 2022). This study examined the effects, implementation, and costs of a kindergarten literacy curriculum (Zoology One, now called ARC Core).…”

Section: Implementation Of the Treatmentmentioning

confidence: 99%

“… Notes: Contents are loosely based on the initial ingredients outlined by Gray et al (2022). The ingredients worksheet was expanded to include the questions or content needed to describe and quantify each ingredient to estimate costs.…”

Section: Designing For Correspondence Between Costs and Effectsmentioning

confidence: 99%

Designing Field Experiments to Integrate Research on Costs

Bowden

2023

AERA Open

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Although experimental evaluations have been labeled the “gold standard” of evidence for policy (U.S. Department of Education, 2003), evaluations without an analysis of costs are not sufficient for policymaking (Monk, 1995; Ross et al., 2007). Funding organizations now require cost-effectiveness data in most evaluations of effects. Yet, there is little guidance on how to integrate research on costs into efficacy or effectiveness evaluations. As a result, research proposals and papers are disjointed in the treatment of costs, implementation, and effects, and studies often miss opportunities to integrate what is learned from the cost component into what is learned about effectiveness. To address this issue, this paper uses common evaluation frameworks to provide guidance for integrating research on costs into the design of field experiments building on the ingredients method (Levin et al., 2018). The goal is to improve study design, resulting in more cohesive, efficient, and higher-quality evaluations.

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“…Unfortunately, this claim is inaccurate. There is no consensus among the research community either in North America or internationally about the appropriate way to include phonics in a comprehensive approach to reading instruction (Duke et al, 2021;Escamilla et al, 2022;Gray et al, 2021;Seidenberg & Borkenhagen, 2020;Wyse & Bradbury, 2022). There is consensus that the teaching of phonics-sound/symbol relationships-does have an important role in the development of decoding skills.…”

Section: The Myth Of Phonics As Panaceamentioning

confidence: 99%

“…A recent randomized control experimental study (Gray et al, 2021) provides further evidence for the efficacy of a contextualized/balanced literacy program in Kindergarten. The program embedded science instruction within the instructional components of the literacy block (e.g., phonemic awareness, phonics, teacher science-themed read-alouds, student writing activities), and students brought books home on a daily basis to read with parents/carers.…”

Section: The Myth Of Phonics As Panaceamentioning

confidence: 99%

Ontario Human Rights Commission Right to Read Report: Sincere, Passionate, Flawed

Cummins

2022

Journal of Teaching and Learning

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The Right to Read report highlights the fact that children who experience dyslexia are not being adequately supported in Ontario schools. The report’s call for the establishment of a more effective identification and intervention infrastructure within the school system is timely and persuasive. Unfortunately, the Right to Read report advances two unsubstantiated claims to explain the reading difficulties some children experience in the early grades. Specifically, it argues that Ontario schools are failing to teach reading skills effectively for all students, not just those with specific reading disabilities. Second, it attributes this general failure to the fact that most Ontario schools implement a balanced approach to reading instruction, which the report claims, pays insufficient attention to teaching sound/letter correspondences in a systematic, explicit, and intensive way. Neither of these claims is supported by the scientific data. Ontario students are consistently among the top performers in cross-Canada and international comparisons of reading performance. Furthermore, the empirical research is fully consistent with the implementation of a balanced or contextualized approach to literacy instruction that integrates the teaching of sound/symbol relationships with a more general commitment to immerse children into a literacy-rich instructional environment.

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Integrating Literacy and Science Instruction in Kindergarten: Results From the Efficacy Study of Zoology One

Cited by 10 publications

References 51 publications

A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.

A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension.

Designing Field Experiments to Integrate Research on Costs

Ontario Human Rights Commission Right to Read Report: Sincere, Passionate, Flawed

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