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

Session Type: Symposium

Abstract

This symposium explores the efficacy of an integrated science and literacy approach. We explore the ways that innovative programs may serve to enhance instruction and promote children’s word and world knowledge in science. Paper 1 provides a theoretical rationale for uniting science and literacy that supports beginning readers in building content knowledge as well as the tools known to contribute to reading comprehension development. Paper 2 examines how child-generated questions relate to teacher practices and science and literacy outcomes. Papers 3 and 4 focus on shared book interventions and their effects on science-focused vocabulary and comprehension skills. Paper 3, in particular, focuses on the needs of English Language Learners, and English word acquisition patterns for Spanish-speaking DLLs; Paper #4, on the important connections between word learning, conceptual development and content knowledge in science. Together these papers provide evidence that children’s vocabulary, conceptual knowledge and content knowledge in science can be dramatically enhanced when instruction is provided in the early years of schooling. The discussant highlights the cross-cutting themes throughout the symposium and discusses ideas for future consideration in research on the integration of science and literacy instruction.

Sub Unit

• Division C - Learning and Instruction / Section 1a: Literacy

Chair

• Ashley Pinkham, University of Michigan

Papers

• Uniting Science Knowledge and Literacy Development: A Theoretical Rationale for Reading to Learn in the Early Grades - Alison Knight Billman, University of California - Berkeley; P. David Pearson, University of California - Berkeley

• Examining the Relationship Between Child-Generated Questions, Teacher Practices, and Science and Literacy Readiness Among Low-Income Minority Preschool Children - Irena Nayfeld, University of Miami; Daryl B. Greenfield, University of Miami

• English Word-Acquisition Patterns for Spanish-Speaking Dual Language Learners During Content-Rich Shared Book Reading Instruction - Sharolyn D. Pollard-Durodola, University of Denver

• Improving Low-Income Preschoolers’ Word and World Knowledge in Science: The Effects of Content-Rich Instruction - Susan B. Neuman, New York University; Tanya Kaefer, Lakehead University; Ashley Pinkham, University of Michigan

Discussant

• Tanya S. Wright, Michigan State University