Developing Students' Literacy Practices and Scientific Understandings With Text-Dependent Investigations in Diverse Secondary Science Classrooms

• In Event: Poster Session 2
  In Poster Session: Literacy Instruction

Abstract

The CCSS and NGSS standards call for high academic achievement and set rigorous expectations for the teaching and learning required to meet those standards. Yet persistent evidence of low literacy achievement and lack of engagement in science indicates that secondary students in the U.S. are ill-prepared for the learning demands envisioned in these new standards. The paper describes the design and implementation of text-based investigations linking science inquiry and literacy practices for diverse urban high school students. We share findings from pre/post assessments showing growth in reading practices with and explanations from multiple science texts. Results suggest that learning to read science to develop an explanation of a phenomenon may simultaneously develop students’ reading practices as well as science knowledge.

Authors

• Willard R. Brown, WestEd

• Cynthia L. Greenleaf, WestEd

• Stacy A. Marple, WestEd

• Frances E. Reade, WestEd

• Irisa Charney-Sirott, WestEd