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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorStepro, Lauren Colleenen
dc.date.accessioned2013-06-25T18:41:53Z
dc.date.available2013-06-25T18:41:53Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2349en
dc.description.abstractFourth 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.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshLiteracyen
dc.subject.lcshEducation, Primaryen
dc.titleIntegrating science content with literacy in the elementary classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2012 by Lauren Colleen Steproen
thesis.catalog.ckey1978314en
thesis.degree.committeemembersMembers, Graduate Committee: Joe Bradshaw; Eric Brunsellen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage51en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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