Integrating science content with literacy in the elementary classroom

Abstract

Fourth grade classrooms in Virginia only take state assessments in reading and mathematics. Science instruction often gets pushed to the side in favor of spending more time on reading and math instruction. This research sought to integrate science content with literacy instruction so that students would not miss out on vital science knowledge they would go on to need in fifth grade. Fourth grade students in one classroom read science content books during small group guided reading instruction that focused on the current science unit of study. Students also visited the classroom science literacy center weekly to explore science books and practice reading comprehension skills taught in the classroom. Student surveys and interviews along with classroom and district assessments were used to measure students' science content knowledge, nonfiction reading comprehension skills, and interest in science literacy throughout the research.