ERIC ED366928: Current Strategies for Literacy Development in Early Childhood Science Texts. Reading Research Report No. 11.

23 Pages·1994·0.54 MB·English

by  ERIC

DOCUMENT RESUME
ED 366 928
CS 011 607
AUTHOR
Morrow, Lesley Mandel; And Others
TITLE
Current Strategies for Literacy
Development in Early
Childhood Science Texts. Reading
Research Report No.
11.
INSTITUTIM
National Reading Research Center,
Athens, GA.;
National Reading Research Center,
College Park,
MD.
SPONS AGENCY
Office of Educational Research
and Improvement (ED),
Washington, DC.
PUB DATE
94
CONTRACT
117A20007
NOTE
24p.
PUB TYPE
Reports
Research/Technical (143)
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
Childrens Literature; Content Analysis;
*Elementary
School Science; *Integrated Activities;
Primary
Education; Reading Comprehension; Reading
Research;
Science Education; *Textbook Content;
Textbook
Research; Word Recognition
IDENTIFIERS
Writing Development
ABSTRACT
The purpose of this study
was to determine if first-,
second-, and third-grade science textbooks
integrate strategies to
enhance literacy development in their
texts, thereby reflecting an
integrated language-arts perspective.
Five sets of popular first-,
second-, and third-grade science textbooks
with 1990 and 1991
copyright dates were analyzed. Texts
used were Holt, Rinehart and
Winston's "Holt Science"; Scott Foresman's
"Discover Science";
Silver, Burdett and Ginn's "Science
Horizons"; McMillan/McGraw Hill's
"Science Is Your World"; and
Harcourt Brace Jovanovich's "Science,
Nova Edition." Results indicated that
a :.imited number of
language-arts elements were used in the
texts, with development of
comprehension and use of varied instructional
techniques found most
frequently. These were followed in
use by oral language, writing
development, and the use of children's
literature to promote interest
in literacy and science; word
recognition skills and varied
assessment techniques were used least.
Use of elements varied by
grade and publisher, and within the main
and supplementary portions
of the texts. (Four tables of data
are included; 48 references are
attached.) (Author/RS)
***********************************************************************
Reproductions supplied
EDRS are the best that can be made
from the original document.
***********************************************************************
Current Strategies for Literacy Development
in Early Childhood Science Texts
Lesley Mandel Morrow
Rutgers University
Kathleen Cunningham
Highland Park Public Schools
Highland Park, New Jersey
Melody Murray-Olsen
Linden Public Schools
Linden, New Jersey
U.S DEPARTMENT Of EDUCATION
Off .ce ot Educaborel Relearch and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
document has been reproduced es
owed from the person or organization
originating a
0 Minor changes have been made to improve
reproduction Quality
Pointsof mew or opinions stated in thisdocu-
went do not necessamy represent &haat
OERI posaion or policy
National
NRRC
Reading Research
Center
READING RESEARCH REPORT NO. 11
Spring
1994
',AILABLE
BEST C,17.
NRRC
National Reading Research Center
Current Strategies for Literacy Development in
Early Childhood Science Texts
Lesley Mandel Morrow
Rutgers University
Kathleen Cunningham
Highland Park Public Schools, Highland Park, New Jersey
Melody Murray-Olsen
Linden Public Schools, Linden, New Jersey
READING RESEARCH REPORT NO. 11
Spring 1994
The work reported herein was funded in part by the National Reading Research Center of the
University of Georgia and University of Maryland. It was supported under the Educational
Research and Development Centers Program (PR/AWARD NO. 117A20007) as administered
by the Office of Educational Research and Improvement, U.S. Department of Education. The
findings and opinions expressed here do not necessarily reflect the position or policies of the
National Reading Research Center, the Office of Educational Research and Improvement, or
the U.S. Department of Education.
3
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7
About the Author
Kathleen Cunningham received her bachelor's degree
Lesley Mandel Morrow is Professor and Chair of the
from Cook College, Rutgers University, in sports
Department of Learning and Teaching in the Graduate
management. She worked in marketing for the Rutgers
School of Education, Rutgers University. She received
Division of Intercollegiate Athletics after graduating.
Her research
her Ph.D. from Fordham University.
focuses on literacy development in the early years,
Her master's degree was from Rutgers Graduate School
of Education in elementary education. She is teaching
children's literature, literacy environments, collabora-
in the Hanover Township Public Schools in New
tive learning experiences, and diversity in the class-
Jersey. During the summer she is Sports Coordinator
room. She has numerous publications in journals, book
for the New Brunsv, ick Summer Recreation Programs.
chapters, and books. Her book Literacy Development
in the Early Years: Helping Children Read and Write is
Melody Murray-Olsen received her undergraduate
in its second edition. Dr. Morrow received the Interna-
degree in psychology from Douglass College and her
tional Reading Association's Elva Knight Research
Grant Award twice, and the National Council of
master's degree in early childhood education. She is a
teacher in the Linden, New Jersey, Public Schools and
Teachers of English Research Foundation Award twice.
is the director of a childcare center in the summer. She
She is presently co-editor of The Journal of Reading
is plans to pursue a doctorate in administration and
Behavior and a principal research investigator with the
supervision.
National Reading Research Center.
National Reading Research Center
Universities of Georgia and Maryland
Reading Research Report No. 11
Spring 1994
Current Strategies for Literacy Development in
Early Childhood Science Texts
Lesley Mandel Morrow
Rutgers University
Kathleen Cunningham
Highland Park Public Schools, Highland Park, New Jersey
Melody Murray-Olsen
Linden Public Schools, Linden, New Jersey
The purpose of this study was to
series of authentic, meaningful, and functional
Abstract.
determine if first-, second-, and third-grade
experiences involving varied genres of child-
science textbooks integrate strategies to enhance
ren's literature as the main source for actively
literacy development in their texts, thereby
involving children in reading and writing.
reflecting an integrated language-arts perspec-
These experiences take place in rich literacy
Five sets of popular first-, second-, and
tive.
environments created especially to encourage
third-grade science books with 1990 and 1991
social collaboration among students during
copyright dates were analyzed. Results indicated
periods set aside for independent literacy
that a limited number of integrated language-arts
Instruction includes a conscious
activities.
elements were used in the texts, with develop-
effort to integrate literacy learning with differ-
ment of comprehension and use of varied instruc-
ent content areas throughout the school day. It
tional techniques found most frequently. These
emphasizes learning that
self-regulated.
is
were followed in use by oral language, writing
Teachers and children become decision makers
development, and the use of children's literature
about instructional strategies, organization of
to promote interest in literacy and science; word
instruction, selection of materials, and evalua-
recognition skills and varied assessment tech-
niques were used least. Use of elements varied
tion of performance.
by grade and publisher, and within the main and
The goal of such an approach is to develop
supplementary portions of the texts.
not only a competent strategic reader but one
who is motivated to read for pleasure and
Learning theories undergirding
information.
In the last two decades much has been written
this approach have been described by Dewey
about the integrated language-arts perspective
(1966), Piaget and Inhelder (1969), and Vygot-
From
on the development of early literacy.
sky (1978), as well as in more general philoso-
this perspective, literacy learning is a concerted
1
9
Lesley Mandel Morrow, Kathleen Cunningham, & Melody Murray-Olsen
2
focused upon developing scientific literacy.
phies and viewpoints such as integrated lan-
Some strategies advocated were the integration
guage arts, literature-based instruction, whole
of literature, reading and writing, and other
language, language experience, and the writ-
content areas into the science curriculum.
ing-process approach (Bergeron, 1990; Good-
Elementary-school science programs need to
man, 1989; Graves, 1975; Morrow, 1992;
transcend their heavy dependency on textbooks
Stauffer, 1970).
by utilizing supplementary resources, and
An area of concern within this perspective
teachers must integrate science with existing
is the integration of literacy development into
curriculum subjects (Dowd, 1991).
content-area teaching, to make literacy learning
In the real world, science, mathematics,
more functional and meaningful.
Because
reading, writing, and social studies are not
science is one area in which cognitive skills
They are intertwined with
separate entities.
overlap with literacy objectives, both science
each other and are crucial to everyday life.
It
and literacy learning could be enhanced if the
is only logical, therefore, when teaching to
materials and strategies used for instruction
were more interesting for children and teach-
integrate relevant subjects and the skills needed
To use a
for learning as much as possible.
ers.
textbook alone causes science to be a dry
Research shows that the primary teaching
subject in which students have difficulty relat-
tool in science is the science textbook. Ogens
ing the conceptual material to the real world.
(1991) found that 95% of science teachers use
Research indicates that when science is inte-
a textbook 90% of the time. Problems encoun-
grated with other curriculum areas and uses
tered with such dominant use of science texts
appropriate children's literature for examples,
include a lack of attention to varying abilities at
difficult concepts are more easily understood
different grade levels; lack of experimentation
and students learn both science and literacy
and scientific inquiry activities; and a lack of
Use of an
skills (Moore & Moore, 1989).
connection between science, the other content
integrated language-arts perspective for literacy
areas, and real-life issues. When taught in this
development and content-area teaching makes
manner, science focuses on the mere acquisi-
learning more meaningful and concepts more
tion of facts rather than on attaining scientific
literacy. In a synthesis of multiple studies that
comprehend ible.
With an emphasis on integrated curriculum
analyzed elementary science textbooks, Baker
for literacy instruction and the children's
(1991) concluded that the textbooks required
it seems appropriate to
interest in science,
reasoning beyond the capabilities of students
study science textbooks to determine to what
using them, and that the texts needed to be
extent the integrated approach is being used.
augmented to bring about significant learning.
The purpose of this study was to determine if
In 1989, seeing that students were becom-
first-, second-, and third-grade science text-
ing frustrated and disenchanted with science,
books integrate strategies to enhance literacy
the National Science Foundation (NSF) pub-
development and thereby reflect an integrated
lished a document entitled Project 2061 that
NATIONAL READING RESEARCH CENTER, READING RESEARCH REPORT NO. 11