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Interdisciplinary Perspectives Linking Science and Literacy in Grades K–5: Implications for Policy and Practice

Abstract

"This chapter presents a combination of theoretical perspectives and empirical findings as a foundation for establishing the relevance of elementary science instruction in which reading comprehension and writing are integrated as a major curricular strategy with the potential of providing a curricular solution to systemic problems presently associated with school reform. The evidence-based argument advanced in the chapter is based on a combination of (a) specific interdisciplinary approaches to meaningful school learning drawn from the complementary areas of cognitive science, cognitive psychology, applied learning, instructional design/development and educational research and (b) research that has demonstrated the acceleration of achievement in both science and reading comprehension resulting from different models of in-depth science instruction."

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