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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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