Links in the chain: bringing together literacy and science

Abstract

The synergy created by linking science and literacy has led to a number of initiatives in different countries. In the USA, a curriculum for grades 2-5 (ages 7-11) entitled 'Seeds of Science'/'Roots of Reading' (scienceandliteracy.org), combining science and literacy, was not only an efficient use of time in the school day but also effective in improving pupil outcomes. In experimental studies comparing the performance of pupils following the Seeds of Science/Roots of Reading curriculum with that of pupils being taught comparable content through the 'business as usual' curriculum, researchers found that those in Seeds of Science/Roots of Reading classrooms always had higher scores on measures of science conceptual knowledge and vocabulary than the control pupils. In addition, they always performed equivalently or higher than control pupils on measures of science reading comprehension and science writing (Rhodes and Feder, 2014). In Australia, the Federal Government and the Australian Academy of Science have developed a programme entitled 'Primary Connections' (primaryconnections.org.au), aimed at supporting the teaching of science in the primary sector. The programme makes strong and explicit links between science and literacy through the use of word walls, science journals, discussion groups and procedural texts, among a range of other techniques. There are many ways to link or integrate science and literacy and this article reports on an approach used with pre-service primary teachers at an Australian University, specifically the use of science-based texts to introduce science topics to primary pupils.