A curriculum strategy that expands time for in‐depth elementary science instruction by using science‐based reading strategies: Effects of a year‐long study in grade four

Abstract

An integrative curriculum strategy emphasizing science process skills and hands‐on activities expanded the time allocated for in‐depth science instruction by replacing a district‐adopted basal reading program with science‐content reading designed to facilitate applied comprehension skills. This study investigated the combined effect of these curricular components (i.e., in‐depth science, science‐content‐based reading) upon student achievement, attitudes, and self‐confidence in both science and reading over the school year. In doing so, teachers in three fourth‐grade classrooms each incorporated applied reading (and language arts) objectives into science reading activities as part of a daily, expanded, in‐depth science teaching block that encompassed the total instructional time originally allocated to reading and science. Using multivariate covariance analysis, results showed that the students in the experimental group, compared to demographically similar controls, not only displayed significantly greater standardized test achievement as measured by the Iowa Tests of Basic Skills reading subtest and the Metropolitan Achievement Test science subtest, but also displayed a more positive attitude toward science and reading and greater self‐confidence in learning science. Implications of the strategy for future curriculum research in science education are discussed.

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

“…In a systematic review on quasi-experimental studies of integrated scienceliteracy instruction, Bradbury (2014, p. 483) noted that the reviewed studies "indicated positive outcomes for student achievement in both science and reading, as well as for affective factors". For example, in Romance and Vitale's (Romance & Vitale, 1992;Vitale & Romance, 2012) In-Depth Expanded Applications of Science (IDEAS) model of integration, traditional language arts instruction was replaced with joint science-reading instruction in grades 1 to 5. Central to the IDEAS model was a focus on core science concept instruction that involved firsthand experiences, reading comprehension, use of science process skills, and journal writing.…”

Adaptation of a Knowledge-Based Instructional Intervention to Accelerate Student Learning in Science and Early Literacy in Grades 1 and 2

“…In adapting a cognitive-science-based, instructional model (Science IDEAS) that has been shown effective (Romance & Vitale, 1992, 2006 in accelerating science understanding and reading comprehension proficiency of older children in grades 3-5, this study addressed a recognized need to develop student science understanding and comprehension proficiency at the primary levels (French, 2004;Gelman & Brenneman, 2004) in a fashion that would raise school achievement expectations for both at-risk and non at-risk students.…”

“…The National Reading Panel (2000, p. 464) recognized the original grade 3-5 Science IDEAS study (Romance & Vitale, 1992) as one of the few scientifically-based research studies demonstrating combined student achievement in science and reading comprehension. Romance and Vitale (2001) replicated and extended their initial study over an additional two-year period and obtained the same achievement outcomes in science and reading.…”

Scientific literacy and the social constructivist perspective

“…Nastava prirodnih nauka ima specifičnu ulogu da doprinese funkcionalnoj pismenost čitanjem tekstova iz nauke, koji imaju svoje žanrovske specifične karakteristike. Istraživanja i interventni programi za podršku razvoja veštine čitanja s razumevanjem koncipirani na aktivnostima u nastavi prirodnih nauka pokazuju da je to moguće (Romance & Vitale, 1992;Vitale & Romance, 2007). U jednom od programa učenici su praktikovali brojne aktivnosti rada na tekstu (čitanje i pisanje) u kontekstu smislenog učenja prirodnih nauka.…”