Literacy and Science: Each in the Service of the Other

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Science  23 Apr 2010:
Vol. 328, Issue 5977, pp. 459-463
DOI: 10.1126/science.1182595

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We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated approaches, we discuss how to support their implementation in today’s complicated curricular landscape.

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