Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis

IF 2.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Scientific Studies of Reading Pub Date : 2021-08-30 DOI:10.1080/10888438.2021.1954005

H. Hwang, Sonia Q. Cabell, Rachel E. Joyner

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引用次数: 9

Abstract

ABSTRACT This study synthesized impacts of integrated literacy and content-area instruction (i.e., science, social studies) on vocabulary and comprehension outcomes in the elementary years (i.e., kindergarten through fifth grade). A systematic search of the extant literature identified 35 (quasi)experimental studies. Random-effects models were used to combine effect sizes across studies. Results of meta-analysis revealed that the overall effects were positive and significant for vocabulary (effect size [ES] = 0.91) and comprehension (ES = 0.40). Moreover, a significant positive effect was observed for standardized comprehension outcomes (ES = 0.25), but not for standardized vocabulary outcomes. Supplementary analysis including studies with content knowledge outcomes demonstrated the positive and significant overall effect for content knowledge (ES = 0.89). In addition, no significant moderators of the effect sizes were found among features of research design and characteristics of interventions, perhaps partly due to the small number of studies. The results of our meta-analysis indicate that integrated literacy and content-area instruction has potential to enhance vocabulary words taught to students and comprehension in the elementary years, with the additional benefit of simultaneously cultivating science and social studies knowledge.

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综合素养和内容区教学对小学词汇和理解的影响:一项元分析

摘要本研究综合了综合素养和内容区教学(即科学、社会研究)对小学阶段(即幼儿园至五年级)词汇和理解结果的影响。对现存文献的系统检索确定了35项(准)实验研究。随机效应模型用于综合各研究的效应量。meta分析结果显示，学生在词汇量(效应量[ES] = 0.91)和理解能力(效应量[ES] = 0.40)方面的总体效应为显著的正效应。此外，标准化理解结果有显著的正效应(ES = 0.25)，而标准化词汇结果没有显著的正效应。包括内容知识结果研究在内的补充分析显示，内容知识的总体效果为正且显著(ES = 0.89)。此外，在研究设计特征和干预措施特征之间没有发现显著的效应大小调节因子，可能部分原因是研究数量较少。我们的荟萃分析结果表明，综合素养和内容区教学有可能提高小学阶段学生的词汇量和理解能力，同时还能培养科学和社会研究知识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Scientific Studies of Reading Multiple-

CiteScore

7.20

自引率

2.70%

发文量

期刊介绍： This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults.