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)-National Science Foundation (NSF)

Team

• PI: Jackie Eunjung Relyea, Ph.D. (North Carolina State University)

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.