Touch‐Talk‐Text: Science Practices and Language for Reading Comprehension

• Published in: The Reading teacher Vol. 75; no. 2; pp. 147 - 156
• Main Authors: Grifenhagen, Jill F., Carrier, Sarah J., Scharen, Danielle R., Fiocca, Stephanie J.
• Format: Journal Article
• Language: English
• Published: Newark Wiley 01.09.2021; Blackwell Publishing Ltd
• Subjects: 1‐Early childhood; 2‐Childhood; Classroom communication; Content Area Reading; Discussion; Domain knowledge; Elementary school students; Elementary School Teachers; etc.; Integrated approach; Learner Engagement; Learning; Literacy; Literacy Education; Prior knowledge; Reading Comprehension; Reading Instruction; Science; Science Education; Science Instruction; Scientific Literacy; Specific subject areas (math; Teaching; Teaching Methods; Vocabulary
• ISSN: 0034-0561; 1936-2714
• DOI: 10.1002/trtr.2033

Elementary teachers are tasked with teaching the language and literacy strategies and skills leading to reading comprehension while also teaching disciplinary content that is the subject of texts, frequently with limited instructional time. Prior research demonstrates that an integrated approach to science and literacy instruction featuring authentic, hands‐on science experiences increases student learning. The authors have developed an instructional framework, Touch‐Talk‐Text, for elementary classrooms. This framework emphasizes student engagement in authentic science practices integrated with meaningful science discourse and connected to comprehending science‐related texts to support comprehension. The authors provide two examples of how this framework has been enacted in classrooms, one from lower elementary and one from upper elementary grades, and share strategies for how classroom teachers can implement it into their current science and literacy teaching practices.