TOUCH, TALK, TEXT

• Published in: Science and children Vol. 59; no. 2; pp. 27 - 31
• Main Authors: Carrier, Sarah J., Grifenhagen, Jill F., Scharen, Danielle R.
• Format: Journal Article
• Language: English
• Published: Abingdon National Science Teachers Association 01.11.2021; Taylor & Francis Ltd
• Subjects: Aquariums; Behavioral Objectives; Classroom Communication; Classrooms; Experiential Learning; FEATURE ARTICLES; Instructional Materials; Interdisciplinary aspects; Language; Language Acquisition; Learning; Literacy; Reading; Schools; Science education; Social behavior; Social discrimination learning; Social factors; Social interactions; Spatial discrimination learning; Student writing; Students; Syntax; Teaching
• ISSN: 0036-8148; 1943-4812
• DOI: 10.1080/00368148.2021.12315820

The emphasis on reading and literacy in elementary schools often prioritizes reading over, or even instead of, science. Literacy instruction is typically delivered separate from students' science instruction, but such practices misrepresent the natural blend of science and language learning in our lives both in and out of the classroom. Neurological research reinforces first providing students with experiences that build a base for future learning. Spatial memories are built on experiential learning and social interactions, and such active learning supports learning science and academic language. With policies that strongly emphasize reading, teachers need interdisciplinary strategies that not only represent professional scientists' practices but also support students' engagement and learning in both science and reading. Here, Carrier et al present practices that support both reading and science instruction, building learning across subject areas.