The Effects of Integrated ELA–Science Versus Storybook Instruction on Early Elementary Students’ Vocabulary Learning

This study compared two approaches to vocabulary instruction in early elementary classrooms. Using a within-participants design, each student experienced both instructional conditions in the same period, with different target words taught in each approach. One set of target words was taught using a storybook read-aloud approach, and a second set was taught through an integrated English language arts (ELA)–science approach. Participants were first-grade (n = 66) and second-grade (n = 71) students. A repeated-measures analysis of variance revealed a time × condition interaction. There were no differences at pretest, but at posttest, students knew a higher proportion of words in the integrated ELA–science condition than in the storybook condition. Students demonstrated significant gains with both approaches, but learning was greater in the integrated condition. The findings suggest that embedding vocabulary instruction within knowledge-building content may substantially enhance young students’ word learning.