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ERIC Number: EJ940176
Record Type: Journal
Publication Date: 2004
Pages: 21
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-0965-0792
Building Bridges: Using Science as a Tool to Teach Reading and Writing
Nixon, Delna; Akerson, Valarie L.
Educational Action Research, v12 n2 p197-217 2004
The purpose of this study was to track the development of fifth-graders' reading and writing skills in the context of ecosystems science content using an action research design. A collection of students' work, a researcher journal, video-taped class sessions, student science journals and a weekly book choice checklist were used as data sources. Student journals, guided note taking and the PAR (Preparation-Assistance-Reflection) Lesson Framework were used for writing activities connected to the science content, and pre-reading activities, PAR Lesson Framework and book choice checklist were used as reading activities related to science content. It was found that interdisciplinary instruction of reading and science offered more advantages to reading than writing and science did to writing. In fact, the constraints of teaching various writing structures in the context of science often outweighed any benefits to either writing or science understanding. Implications include maintaining specific disciplinary instruction when necessary to ensure students meet both science and language arts objectives. (Contains 4 tables and 5 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A