ERIC Number: EJ721562
Record Type: Journal
Publication Date: 2004-Feb
Reference Count: N/A
Capitalizing on Literacy Connections
Worth, Karen; Moriarty, Robin; Winokur, Jeff
Science and Children, v41 n5 p35-39 Feb 2004
With the current intensity surrounding the No Child Left Behind Act, science has moved to the back burner at many schools. Educators everywhere are allotting less time for science. Many teachers have adapted by bringing reading and writing into the science program, but more often than not this has meant using science textbooks to teach the elements of reading or assigning science research papers to teach basic writing skills. Neither of these scenarios truly presents either subject-science or literacy-at its full potential. Educators know literacy is a critical component of science inquiry, so why can?t they meaningfully incorporate literacy skills in school science programs? Science educators, teachers, and professional developers from the Education Development Center in Newton, Massachusetts, an international nonprofit research and development organization focused on education and human services, say educators can. This article, discusses thoughts on the critical relationship between science and literacy and describe a framework developed for a professional development institute to help elementary teachers effectively and meaningfully integrate these subjects.
Descriptors: Federal Legislation, Research Papers (Students), Writing Skills, Textbooks, Science Instruction, Content Area Reading, Elementary School Teachers, Faculty Development, Literacy, Interdisciplinary Approach, Inquiry, Science Activities, Student Journals, Elementary School Science
National Science Teachers Association, 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782 (Toll Free); Web site: http://www.nsta.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001