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ERIC Number: EJ988091
Record Type: Journal
Publication Date: 2012-Dec
Pages: 10
Abstractor: As Provided
Reference Count: 73
ISBN: N/A
ISSN: ISSN-0036-6803
Expanding the Role of K-5 Science Instruction in Educational Reform: Implications of an Interdisciplinary Model for Integrating Science and Reading
Romance, Nancy R.; Vitale, Michael R.
School Science and Mathematics, v112 n8 p506-515 Dec 2012
Addressed is the current practice in educational reform of reducing time for science instruction in favor of traditional reading/language arts instruction. In contrast, presented is an evidence-based rationale for increasing instructional time for K-5 science instruction as an educational reform initiative. Overviewed are consensus interdisciplinary research and complementary multi-year findings of the Science IDEAS model demonstrating the effectiveness of integrating conceptually-relevant reading within science instruction in improving student achievement in both science and reading comprehension. Based on research summarized, increasing time for integrated K-5 science is advocated as a meaningful reform-based approach to science learning and reading comprehension proficiency that, in turn, better prepares students for subsequent success in science and content-area reading comprehension across upper elementary and middle school grades (3-8). (Contains 1 figure and 1 table.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Cited: ED560919