Co-development of Reading and Science Knowledge

Project Information

TITLE:

Co-development of Reading Ability and Science Content Knowledge for Elementary Grade English Learners: The Role of Language Instruction Educational Program (LIEP)

FUNDING AGENCY:

American Educational Research Association (AERA) and National Science Foundation (NSF)

PRINCIPAL INVESTIGATOR:

Project Description

This study proposes a theoretical model—transactional model of reading-knowledge development—to explore the reciprocal mechanisms of reading ability and science content knowledge development over time and whether multilingual students’ Language Instruction Educational Program (LIEP) attendance affects the co-development of the two constructs.