Examines the relationship between the "form" (i.e., conventions, organization, and style/voice) and "content" (i.e., specific knowledge and understanding of science) of expository science writing among third grade ELL students in the beginning and at the end of each year during the three-year implementation of the intervention. The study involved 683 third graders during the first year, 661 third graders during the second year, and 676 third graders during the third year. Approximately half of the students were Hispanic and the other half were Black, including Haitians and Caribbean Islanders.
