Date of Award

12-1-2014

Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Urban Special Education

Colleges & School

College Of Education And Leadership

First Advisor

Elizabeth M. Beveridge

Library of Congress Subject Heading

Inquiry-based learning; Literacy programs; Science--Study and teaching (Elementary)

Abstract

The effects of integrated literacy and science inquiry instruction were investigated and researched through a case study with students ranging from grades 3-6. In all, five students took part in the case study over the course of four weeks and 16, 55-minute sessions. Previous research indicated positive results in using inquiry based science instruction, literacy practices such as self-questioning and reciprocal teaching, and integrating literacy and science. Positive impacts were noted in comprehension, science content understanding, and ability to create a structured paragraph. The investigation made connections to the outcomes, limitations, previous research, and the need for further research.

Rights

Open Access

OCLC Number

899244888

Is this full-text open access?

1

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