This study examined the efficacy of a shared book-reading approach to integrating literacy and science instruction. The purpose was to determine whether teaching science vocabulary using information text could improve low-income preschoolers' word knowledge, conceptual development, and content knowledge in the life sciences. Teachers in 17…

The purpose of this study was to examine the effects on four-year-olds' knowledge of mathematics by introducing professional development and center-based mathematics activities around four mathematical domains to early educators' teaching in Head Start programs. Because of the need to provide necessary mathematical experiences to young children to…

The study, with 57 children (ages 3-6) enrolled in 3 Head Start classes, demonstrated that short-term, large-group basic concept instruction combining direct instruction with interactive and incidental teaching techniques resulted in significantly improved scores on the Boehm Test of Basic Concepts-Revised. (Author/DB)

Contrasts student achievement using commercial curricula (CC) for initial fraction learning with that of using the Rational Number Project (RNP) fraction curriculum. Indicates that students using RNP materials had statistically higher mean scores on concepts, order, transfer, and estimation. Interview data showed differences in the quality of…

Attempting to increase reading engagement, a collaborative team implemented a year-long integration of reading/language arts and science instruction known as Concept-Oriented Reading Instruction (CORI). Compared to traditionally organized instruction, the CORI context increased strategy use, conceptual learning, and text comprehension more than…