Science–literacy integration as a partnership for student success¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The brief's organizing framing treats science and literacy not as separate subjects but as a "Powerful Partnership for Student Success", in which instruction in each domain supports the other. On this view, elementary teaching should be designed around the "connection between science and literacy instruction", with integration presented as the mechanism through which benefits to students are realized.

Design Implications¶

Context¶

Requirements¶

• Instruction must be designed around the connection between the science and literacy domains rather than taught in isolation.

Constraints¶

• The framing is advanced for the elementary level, per the brief's description.

Target Learners¶

• Elementary students

Target Learning Objectives¶

• Science learning
• Literacy learning

Claims¶

• Science Literacy Instruction Connection Partnership [+M]
• Integrating science and literacy instruction benefits elementary students [+W]

Related Theories¶

• Four key components framework for effective elementary literacy-science integration

Examples¶

• Practitioner's Guide to Integrating Literacy and Science
• Provide research-based guidance for effectively integrating science and literacy instruction

Key Sources¶

• Susan Kowalski, Ayesha K. Hashim, Scott J. Peters. (2025). Integrating Literacy and Science: A Powerful Partnership for Student Success. NWEA research brief. https://www.nwea.org/research/publication/integrating-literacy-and-science-a-powerful-partnership-for-student-success/