The Effect of Metalinguistic Sentence Combining on Eighth-Grade Students’ Understanding and Written Expression of Comparison and Contrast in Science.
Purpose: The purpose of this study was to examine whether sentence combining with an explicit metalinguistic approach in comparison to typical science instruction was effective in improving written expression and understanding of comparison/contrast in science for eighth-grade students who struggle...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 63; no. 9; pp. 3068 - 3084 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Sep2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=145892583&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 145892583 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Sep2020 vid: 63 iid: 9 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 145892583 10.1044/2020_JSLHR-19-00086 ppf: 3068 ppct: 16 formats: fmt: @attributes: type: P size: 904KB tig: atl: The Effect of Metalinguistic Sentence Combining on Eighth-Grade Students’ Understanding and Written Expression of Comparison and Contrast in Science. aug: au: Telesca, Lynne Ehren, Barbara J. Hahs-Vaughn, Debbie L. Zygouris-Coe, Vassiliki “Vicky” I. Pak-Hin Kong, Anthony affil: Department of Communication Disorders, State University of New York at New Paltz. Student Success Initiatives, Inc., Anna Maria, Student Success Initiatives, Inc., Anna Maria, FL. Department of Learning Sciences and Educational Research, University of Central Florida, Orlando. School of Teacher Education, University of Central Florida, Orlando. School of Communication Sciences and Disorders, University of Central Florida, Orlando. su: Florida Junior high school students Comprehension Literacy Analysis of variance Comparative grammar Language acquisition Middle school students Written communication Sentences (Grammar) Language awareness Eighth grade (Education) Science education English language writing Comparative studies Confidence intervals Health occupations students Research methodology Science Pre-tests & post-tests sug: subj: Junior high school students Comprehension Literacy Analysis of variance Comparative grammar Language acquisition Middle school students Written communication Florida Sentences (Grammar) Language awareness Eighth grade (Education) Science education English language writing Comparative studies Confidence intervals Health occupations students Research methodology Science Pre-tests & post-tests ab: Purpose: The purpose of this study was to examine whether sentence combining with an explicit metalinguistic approach in comparison to typical science instruction was effective in improving written expression and understanding of comparison/contrast in science for eighth-grade students who struggle with literacy. Method: Eighty-four eighth-grade students who struggle with literacy participated in this study. The experimental group (n = 36) received the writing intervention of metalinguistic sentence combining (MSC) during their science class for a total of 400 min (20 intervention sessions, 20 min each), while the comparison group (n = 48) participated in their typical science instruction. Total science instruction time was held constant for both groups. All students completed pretests and posttests to determine an increase in (a) syntactic factors of academic science text such as longer sentence length and use of syntactic forms of connectives, targeted connectives, left embeddedness, and agentless passive voice when responding to a science compare and contrast writing prompt; and (b) listing similarities and differences between two science concepts on a graphic organizer. Results: Treatment was effective in improving the experimental group’s score in listing similarities and differences between two science concepts on a graphic organizer. There were no significant differences between the two groups in their use of syntactic factors typical of academic text when responding to a science compare and contrast writing prompt. Conclusions: MSC was effective in improving the experimental student’s ability to demonstrate understanding of comparison and contrast in science. Modifications to the MSC intervention may yield better results in the experimental group’s posttreatment writing in future studies. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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