Co-development of Reading and Science Knowledge
Co-development of Reading Ability and Science Content Knowledge for Elementary Grade English Learners: The Role of Language Instruction Educational Program (LIEP)
- American Educational Research Association (AERA)-National Science Foundation (NSF)
- PI: Jackie Eunjung Relyea, Ph.D. (North Carolina State University)
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.