ERIC Number: ED465616
Record Type: RIE
Publication Date: 2002-Jan
Reference Count: N/A
Building Bridges: Using Science as a Tool To Teach Reading and Writing.
Nixon, Delna T.; Akerson, Valarie L.
There are many reasons to consider the integration of science and language arts. The most compelling of these reasons is that there is evidence showing cognitive parallels between the two subjects. However, whether there is equal developmental progress in both areas is still unclear. The process skills that science and language arts have in common are making and verifying predictions, making inferences, and drawing conclusions. It seems that the use of hands-on activities, which are inherent to a good science program, could provide a stimulating arena for the concurrent teaching of the basic skills in communication. Drawing upon the parallels between the two raises the following research questions: (1) How does the use of science topics during language arts instruction influence the development of reading and writing skills? (2) Science can provide a purpose for reading and writing. How does the integration of them effect the students' reading choices and basic writing skills? and (3) How can I as a student teacher use science to improve reading and writing. The study included students (n=27) in a 5th grade classroom. Among the findings, it was noted that the integration of reading with science and the integration of writing with science would need to be dealt with as two separate issues. Science appeared to be successfully integrated with reading, but far less so with writing. (Contains 14 references.) (MVL)
Descriptors: Grade 5, Integrated Curriculum, Intermediate Grades, Reading, Science Instruction, Writing (Composition)
For full text: http://aets.chem.pitt.edu.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Charlotte, NC, January 10-13, 2002); see SE 066 324.