Supporting Academic Growth of English Language Learners: Integrating Reading into STEM Curriculum

Saoussan A. Maarouf


English Language Learners (ELLs) in the U.S. have recently received growing attention in educational research
because of their struggle in academic performance, especially after the launch of the Common Core State Standards
(CCSS) and assessments in 2009. Unfortunately, ELL students are required to take these standardized tests in
English language regardless of their proficiency level in reading. Despite increased focus and resources of
implementing STEM (Science, Technology, Engineering, and Math) curriculum in K-12 education, there is a strong
evidence that ELL students do not attain commensurate performance when compared to their native
English-speaking peers. The integration of Art into STEM disciplines has evolved STEM into STEAM. Lately, there
has been much discussion in the educational field that the acronym STEAM should be further evolved into STREAM
by integrating Reading. The purpose of this study is to investigate the efficacy of integrating STEM and Reading
curriculum in K-12 education to reduce the achievement gap between ELL and non-ELL students. Practical
classroom strategies for classroom teaching and instruction are discussed.

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World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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