This paper identifies and analyzes the relationship between experiential science instruction, language arts, and cognitive development to provide information and recommendations concerning the integration of elementary science and language instruction. Annotated citations are provided grouped under the following categories: (1) recent status of elementary school science; (2) relationship between science experiences and cognitive functioning (cognitive skill development, cerebral lateralization); (3) relationship between experimental science and language arts (reading/reading readiness, other language arts skills); and (4) process of integrating experiential science and language arts instruction. Conclusions drawn from analysis of the annotated studies/reports indicate: a decline has occurred in the status of elementary school science in terms of instructional time and money devoted to purchase of science materials; cognitive skills can be affected by experience and science experiences enhance cognitive skill development; cerebral lateralization is linked to development of logical thinking skills; a relationship exists between science/language arts instruction and Piaget's developmental model and lateralization. Basing the recommendation on studies showing the positive effects of experiential science on language arts, the author advises that science instruction be related to language arts as much as possible. (Author/JN)