Teaming Up for Science & Reading Success

Holliday, William G.
May 2003
Science & Children;May2003, Vol. 40 Issue 8, p38
Academic Journal
The article discusses research results from three successful curricular programs integrating reading with science with the intent of helping science teachers. In each program, participating teachers were reported to have exerted added energy in developing their separate curriculums compared to their past efforts at curriculum modification. In all three programs, teachers used cooperative learning models that helped link conceptual scientific knowledge into coherent packages rather than presenting independent chunks of science information. Such projects can help students learn because they motivate students to share ideas, use search strategies, plan manageable learning goals, engage in problem-solving events, and tie their prior knowledge to newly discovered knowledge. Teachers working to integrate science with reading must remember that scientific literacy means teaching students how to comprehend science by reading informational texts, not just engaging them in nonreading activities. Time in science class should also be allocated to reading in the context of learning science.


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