Uniting Science Knowledge and Literacy Development: A Theoretical Rationale for Reading to Learn in the Early Grades

• In Event: Integrating Literacy and Science in the Early Years: The Effects of Content-Rich Instruction

Abstract

The early emphasis on reading skills is rooted in the assumption that children need to learn to read before they read to learn; and, is underscored by policies that focus attention on skills-based processes (Center on Education Policy, 2007). Given these beliefs and constraints, many school districts devote less time to teaching subject matter in primary grades (e.g., Dorph, et al., 2007). This documented absence of subject matter instruction is a critical missed opportunity to develop knowledge and competencies that contribute to reading comprehension and success in school—most notably, oral language, background knowledge, and vocabulary (Kintsch, 1988).
We hypothesize (Figure 1) that a content-rich integrated literacy and science curriculum (Input) provides an authentic language-rich context that supports beginning readers in building content knowledge as well as the tools known to contribute to reading comprehension development (Distal Outcome) (e.g., Lesaux & Geva, 2006).
Figure 1:Theory of Change


The model integrates systematic opportunities for reading (encounters with text—focused on science content and processes), writing (documenting investigations through journals and class charts), talking (discussions to make sense of investigations and texts), and doing science (engaging in firsthand experiences). The model also provides explicit instruction in meaning-making strategies shared by scientific inquiry and reading comprehension.
The paper highlights key themes:

Knowledge is both a cause and a consequence of comprehension. Beginning reading instruction is guided by neither a theory nor a goal of knowledge development. Children are presented with texts—mostly narrative—chosen to reflect their existing background knowledge, the assumption being that they use that knowledge to comprehend familiar content (Goldenberg, 2008). While a reasonable strategy for supporting beginning forays into text comprehension, it cannot be sustained because of one fundamental flaw: it has the negative side effect of eclipsing new knowledge—which we know is necessary for comprehending unfamiliar texts they are bound to encounter (e.g., Neuman, 2006).
Children’s knowledge develops as a result of firsthand science curriculum. Research shows that young children are capable of advanced scientific thinking and inquiry. However, vast differences in children’s facility with language can lead to inequities in discussions and children’s ability to demonstrate understanding. Integrated approaches can explicitly support literacy and science development.
Oral language and vocabulary support comprehension. The relationship between oral language, vocabulary knowledge, and reading comprehension is well-documented (e.g., Anderson & Freebody, 1981; Droop & Verhoeven, 2003). An integrated literacy-science curriculum situates learning key conceptual vocabulary in multiple modalities and fosters development of oral and written language structures necessary for building science knowledge.
Integrated approaches support both science and literacy learning. Research with older elementary students suggests that literacy and science integration increases learning in both domains (e.g. Guthrie, Anderson, Alao, & Rinehart, 1999; Palincsar & Magnusson, 2001; Romance & Vitale, 2001).
Throughout the paper, we highlight examples from our research in literacy and science, building a theoretical model that is the current focus of our IES development project. Preliminary analysis from our research will further explicate the model, with descriptions of assessment measures used to examine literacy and science content knowledge.

Authors

• Alison Knight Billman, University of California - Berkeley

• P. David Pearson, University of California - Berkeley