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Contributions of Tracking, Literacy Skills, and Attitudes to Science Achievement of Students with Varied English Proficiency

Study on how tracking, science anxiety, science self-efficacy, and vocabulary knowledge to varied English proficiency Grade 8 students’ science reading comprehension and achievement in a science classroom. Highlighted two main take-away – explicit vocabulary instruction helps student perform better on reading and achievement tests. And second that the under-representation of English learners in high track classrooms highlights the potential for inequitable educational opportunities for all student.