Using in-Depth Science Instruction to Accelerate Student Achievement in Science and Reading Comprehension in Grades 1 – 2

Abstract

This study focused on accelerating development of science knowledge and understanding at the primary level (grades 1 -2) as a means for enhancing reading comprehension (i.e. early literacy). An adaptation of a grade 3 -5 cognitive-sciencebased, instructional model (Science IDEAS) that integrated science with reading and writing, this year-long study implemented daily 45-min instructional periods emphasizing in-depth, cumulative learning of science core-concept "clusters" while integrating science and literacy in a manner that provided teachers with a thematic focus for all aspects of instruction. Results (a) confirmed the feasibility of implementing the integrated, in-depth science model at the primary level and (b) showed that experimental students obtained significantly higher achievement on Iowa Tests of Basic Skills Science and Reading tests than comparable controls. Discussed are curricular policy implications for increasing the instructional time for content-area instruction at the primary level.

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

“…Several empirical studies now suggest that integrated approaches can improve student outcomes on science and literacy measures (e.g., Cervetti et al, 2012;Fang & Wei, 2010;Greenleaf et al, 2011;Guthrie et al, 2004;Purcell-Gates, Duke, & Martineau, 2007;Vitale & Romance, 2012). 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".…”

“…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.…”

“…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. In a recent summary of their multi-year research, Vitale and Romance (2012) documented increased effects on both science and reading measures. IDEAS students have also been shown to display more positive attitudes towards and self-confidence in science and reading (Romance & Vitale, 2001).…”

The effect of reading assignments in guided inquiry learning on students’ critical thinking skills

“…It will accelerate the students in developing the concept in a science learning activity [20], in addition, it will also facilitate the teacher in guiding students in investigation activities due to attitude and confidence in the students' high so that the learning process becomes smoother and more responsive. Less learning obstacle will make many learning objectives will be achieved better.…”

Enhancing Science Learning through Science Trade Book Reading for 5th Graders

“…Moreover, previous research on the integration of science reading into science teaching has revealed that: (1) reading about the history of science can enhance students' understanding of scientific concepts and their thinking ability (Chiu & Koa, 2006;Guthrie, Wigfield, & Von Seeker, 2000;Guzzetti & Bang, 2011;Guzzetti & Mardis, 2017;Lai, 2008Lai, , 2012Lai & Wu, 2010;Marzano, Pickering, & Pollock, 2001;McNeill, 2009;Pringle & Lamme, 2005;Romance & Vitale, 2012a;Shiau & Hung, 2000;Vitale & Romance, 2012;Werderich, 2014); (2) science reading activities can encourage students to form their own viewpoints and opinions on the nature of science (Chan, 2003;Chen & Hung, 2003;Chen & Wang, 2004;Chiu & Koa, 2006;Ford, Brickhouse, Lottero-Perdue, & Kittleson, 2006;Lin, Cheng, & Chang, 2009;McNeill, 2009;Wang, Cheng, & Wang, 2003;Werderich, 2014); and (3) integrating science trade books into science teaching can enrich the lessons in science concepts, enhance students' problem-solving skills, provide students with an opportunity to verify scientific rules and experience surprises when they make unexpected discoveries, and stimulate students' creativity and thinking skills (Chin, Yang, & Tuan, 2010;Daisey, 1994;Ediger, 1995;Ford, 2006;Ford, Brickhouse, Lottero-Perdue, & Kittleson, 2006;Guzzetti & Bang, 2011;Lai, 2008Lai, , 2009Lamond Price, 2014;Lo & Chang, 2004;Marzano, Pickering, & Poll...…”