Integrating Science and Literacy Using Teacher-Made Readers

Author(s)
Serow, Penelope A
Sullivan, Terry
Taylor, Neil
Publication Date
2017
Abstract
Teacher-made teaching and learning resources are an effective way to facilitate relevant and appropriate curriculum content, values and attitudes for students. This is particularly significant when the context is rather unique, as was the case in the remote developing Pacific Island CountnJ of Nauru. Such resources can be deployed in accompaniment with carefully selected commercially available resources. This approach has been shown to be particularly effective when integrating literacy and other disciplines such as Science. This study demonstrates the relevance; benefits and practicality of having teachers create their own ston;books for use in communicating chosen science concepts in a way that develops science knowledge and understanding as well as reading development and other literacy skills.
Citation
Journal of Science and Mathematics Education in Southeast Asia, 40(1), p. 1-16
ISSN
0126-7663
Link
https://hdl.handle.net/1959.11/22754
Language
en
Publisher
Southeast Asian Ministers of Education Organisation, Regional Centre for Education in Science and Mathematics
Title
Integrating Science and Literacy Using Teacher-Made Readers
Type of document
Journal Article
Entity Type
Publication

Files:

NameSizeformatDescriptionLink
administrative/MODS.xml 4.98 KB MODS.xml View document
closedpublished/SOURCE01.pdf 34788.028 KB application/pdf publisher version (hidden) View document
closed/SOURCE02.pdf 920.041 KB application/pdf hidden View document
open/SOURCE03.pdf 126.559 KB application/pdf administrative (hidden) View document
open/FULLTEXT_SOURCE03.txt 1.388 KB Full Text of Source View document
open/PREMIS_SOURCE03.xml 0.92 KB PREMIS Metadata View document
open/THUMBNAIL_SOURCE03.jpg 22.586 KB Thumbnail View document
open/JHOVE_SOURCE03.xml 0.596 KB JHOVE Technical Metadata View document