At a time when research points to continued declines in reading and science achievement, new dataencourages educators to blend.
“There is strong evidence of the reinforcing factor between the two subjects,” said Susan Kowalski, lead research scientist at NWEA in a .
The research suggests blending literacy and science relies on four key components:
- Authenticity: Use relevant texts and real-world phenomena to support both subjects.
- Rich academic vocabulary: Leverage specialized science language to enhance reading and writing across subjects.
- Sustained, sequenced and structured instruction: Effective science instruction builds over time. Such structure requires intentionality and support.
- Engaging students in scientific discussions: Involve students in planning investigations, making hypotheses and debating evidence to deepen their understanding while reinforcing literacy skills.
“Neither subject takes a back seat,” said Kowalski. “They mutually support each other, and integrating the two can drive incredible academic growth for students, more so than either subject could do alone.”
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Connecting these two subjects may also help close the persistent learning gaps seen in national data since the COVID-19 pandemic. Here are some recommendations for district leaders to implement this innovative model of instruction:
- Assess your structure and resources: Integrating the two subjects might require a redesign of your master schedule, allowing time for collaboration and planning between literacy and science teachers while ensuring students have access to phenomenon-based science materials.
- Professional learning cannot be overlooked: Guide your educators on how to incorporate real-world science phenomena, leverage academic vocabulary, build structured instructional plans and sequences, and foster coordination between subjects to engage students.
“The benefits of this approach extend beyond efficient use of instructional time,” the research concludes. “Students engage more deeply in both subjects when they see authentic connections between literacy and science.”
