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Exploring the Influence of Science Writing Instruction on Fourth Graders’ Writing
Development

By Jennifer L. Tilson, Jill Castek and Megan Goss

This paper, presented at the National Reading Conference in December 2009, examines the affordances of an integrated science-literacy curriculum on students’ writing development. As part of the efficacy study on the Seeds of Science/Roots of Reading® unit Light Energy, students were given a writing prompt that was scored on several dimensions, including science content, vocabulary, and clarity. Students in Seeds of Science/Roots of Reading classrooms outperformed students in control classrooms on all but two dimensions of science writing.

Year: 2009

Pages: 29

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Topics:

  • Literacy
  • Science Writing

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