Abstract
The purpose of this study is to explore the efficacy of integrating literacy-based pedagogic strategies into science inquiry skills in a 6th-grade science classroom in Berea, Kentucky. This school district's student test scores are low in science, presumably tied to low informational literacy skills. This mixed-method study triangulated data from four weeks of lesson plans, two classroom observations, and four weeks of teacher analytic reflective notes. School i-Ready reading diagnostic data was also examined for pre-intervention and post-intervention conditions. Key findings of this research indicate increased student engagement and enthusiasm when practicing literacy pedagogical strategies in science class and a 150% growth in student reading diagnostic scores. The findings of this study suggest that integrating literacy pedagogy into the science classroom has a significant, positive effect on students’ learning of science and simultaneously increases reading skills. Furthermore, science-specific literacy strategies and resources must be readily available and accessible for teachers who want to integrate reading practices into their science classrooms.
Recommended Citation
Collins, Katelyn and Lasky, Sue Dr.
(2024)
"Scaffolding Learning in Science Class With Literacy Strategies,"
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 11:
Iss.
2, Article 5.
DOI: https://doi.org/10.61611/2995-5904.1063
Available at:
https://digitalcommons.murraystate.edu/ktej/vol11/iss2/5
Author Bios.docx
Included in
Educational Methods Commons, Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons
