This paper presents a working model of the science-literacy interface. The authors include insights gained from developing theSeeds of Seeds of Science/Roots of Reading® program, and guidance for educators in shaping an appropriate and supportive role for text and for literacy practices in inquiry-based science.

Year: 2005

Pages: 33


  • Literacy
  • Science Writing

Related Publications

Articulating a Transformative Approach for Designing Tasks that Measure Young Learners’ Developing Proficiencies in Integrated Science and Literacy

By Alison K. Billman, Daisy Rutstein and Christopher J. Harris

As early elementary classrooms shift to implementing Next Generation Science Standards (NGSS) instruction, high-quality assessments are essential for providing teachers with information about where students [...]

Download (PDF)

Learning to Teach to Argue: Case Studies in Professional Learning in Evidence-Based Science Writing

By Naa Ammah-Tagoe, Kyra Caspary, Matthew Cannady and Eric Greenwald

Abstract: The emphasis on scientific practices articulated by the National Research Council framework and the Next Generation Science Standards requires significant pedagogical shifts for U.S. [...]

Assessment at the intersection of science and literacy

By David P. Pearson, Amanda M. Knight, Matthew A. Cannady, Joseph B. Henderson and Katherine L. McNeill

Abstract: The authors of this article, all of whom have been a part of this effort to assess argumentation in literacy-rich science curriculum, have struggled [...]

The Effect of the Seeds of Science/Roots of Reading Curriculum (Planets and Moons Unit) for Developing Literacy through Science in Fifth Grade

By Luke Duesbery, Jacob Werblow and Todd Twyman

This is an evaluation which examined the Planets and Moons unit of the Seeds of Science/Roots of Reading® curriculum to determine the efficacy of the [...]

Download (PDF)