Integrating Literacy and Science in Biology

Abstract

This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers' instructional practices and students' achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experimental design and multiple measures of teacher implementation and student learning and targeted groups historically unrepresented in the sciences. Hierarchical linear modeling procedures were used to estimate program impacts. Intervention teachers demonstrated increased support for science literacy learning and use of metacognitive inquiry routines, reading comprehension instruction, and collaborative learning structures compared to controls. Students in treatment classrooms performed better than controls on state standardized assessments in English language arts, reading comprehension, and biology.

A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation

“…Therefore, we conclude that the success of our intervention for low-SES students of color is attributable to the integration of the inquiry-based learning cycle and reading and writing with direct and explicit vocabulary instruction that promotes students' science performance. Our findings are also consistent with previous studies on science and reading integration Greenleaf et al, 2011;Klenstchy, 2005;Shanahan & Shanahan, 2008;Wallace et al, 2004).…”

“…Hence, it stands to reason that advanced literacy skills can facilitate science learning. However, the amount of language-based activities is significantly reduced especially in secondary science classrooms due to teachers' lack of knowledge on how to integrate literacy instruction into hands-on scientific exploration (Author, 2012;Greenleaf et al, 2011;Rivard, 2004). As Shanahan and Shanahan (2008) advocated, the advanced literacy instruction should be embedded within content area classes as a focus for middle and high school settings, which is also the trend in science education reform (Hines, Wible, & Mccartney, 2010;Stoddart, Pinal, Latzke, & Canaday, 2002).…”

“…Therefore, in order to be engaged in scientific discourse, students, whether their first language is English or not, must be taught and learn the discourse and genre of science. Furthermore, researchers have noted that learning scientific language is an integral part of science learning and instruction should include explicit learning of science language for all students (Fang, 2005;Wellington & Osborne, 2001), because the learning of content knowledge is mediated by the level of academic language skills (Greenleaf et al, 2011;Kieffer, Lesaux, Rivera, & Francis, 2009). Hence, it stands to reason that advanced literacy skills can facilitate science learning.…”

Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study

“…In Greenleaf's study, teachers were asked to submit sample lesson materials and student work. The study supports the validity and reliability of using assignment ratings as a proxy for classroom observation to indicate teachers' classroom practice quality (Greenleaf et al, 2010). In this study, we observed teachers' and students' use of the social networking site throughout the academic year and collected all assignments and each assignment's descriptions and/or directions provided on the site.…”

“…Therefore, we triangulated the data by analyzing teachers' assignments and students' sample artifacts to investigate their enactment of the cognitive tools approach. Using teacher classroom assignments as an indicator to measure their practices is reported in the literature (Clare, 2000;Greenleaf et al, 2010.) In Greenleaf's study, teachers were asked to submit sample lesson materials and student work.…”