Integrating oral and written English language instruction into content-area teaching shows positive impacts on content-area acquisition in five RCTs¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Five randomized controlled trials meeting WWC standards showed positive impacts on researcher-developed content-area acquisition measures when oral and written English instruction was integrated into content teaching. → Baker 2014

Evidence¶

Baker 2014¶

Baker, S., Geva, E., Kieffer, M. J., Lesaux, N., Linan-Thompson, S., Morris, J., Proctor, C. P., & Russell, R. (2014). Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. What Works Clearinghouse Practice Guide. https://ies.ed.gov/ncee/wwc/PracticeGuide/19

q2 · i? · review · r?

The guide's evidence summary for Recommendation 2 reports "Five randomized controlled trials met WWC standards" with "Positive impacts on content-area acquisition measures developed by the researchers", across intermediate/middle and pre-K-2 grades in mixed EL and native-speaker classrooms.

"Five randomized controlled trials met WWC standards Positive impacts on content-area acquisition measures developed by the researchers"

Studies bearing on this claim¶

Does teaching oral and written academic language within content lessons improve English learners' content learning? This table gathers the studies behind this claim and the 5 narrower claims that bear on it: 4 distinct studies (2 design, 1 review, 1 qualitative), q1–q2, 0 of 4 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Small-group instructional intervention for students struggling in literacy and English language development is supported by six RCTs at moderate evidence level — related
• A WWC practice guide rests its recommendation to teach academic vocabulary intensively across several days on six studies meeting WWC standards (five RCTs, one quasi-experiment) — related
• Structured opportunities to develop written language skills carry only minimal evidence, resting on two secondary-level studies — related
• Integrating literacy and science within authentic real-world experiences can produce greater learning in both areas than teaching either separately — related
• In RAMPUP field trials, English Learners' mathematical language became more monologic, authoritative, and technical within a single 40-minute jigsaw activity — related
• Integrating science and literacy instruction benefits elementary students — related
• ELLs attempted academic terminology from prior lessons, with experience mediating their connection to the concept of vibration — a narrower finding that bears on this claim
• Language development functions as a consequence of, not a prerequisite for, deep conceptual exploration in secondary mathematics for English Learners — related
• Learning from fiction is a research area with both recommendations and areas of caution for education — related