NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1112629
Record Type: Journal
Publication Date: 2016-Oct
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1571-0068
Both Theory and Practice: Science Literacy Instruction and Theories of Reading
Wright, Katherine Landau; Franks, Amanda D.; Kuo, Li-Jen; McTigue, Erin M.; Serrano, Jiniva
International Journal of Science and Mathematics Education, v14 n7 p1275-1292 Oct 2016
Many journal articles detail recommendations to naturally integrate literacy instruction into content-area classes, particularly science, claiming that such instructional practices will support both literacy and content-knowledge acquisition. This begs the question, are the literacy strategies recommended for content-area instruction founded in established educational theories? The purpose of the current study is to examine the implicit and explicit theories driving science disciplinary literacy instruction. Theories assist in organizing and advancing research in a systematic manner. Information on the status of theory is essential to both practitioners (who are implementing strategies) and researchers (who are making recommendations for classroom instruction). Our study revealed that in science literacy, vocabulary instructional practices are frequently supported with Schema and Dual-Coding theories. Articles also frequently used theories grounded in social dynamics, including social constructionism and sociocultural perspective, to support literacy instruction. However, recommendations for other aspects of instructional practices in science literacy are generally not well-grounded in major reading theories.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A