The potential impact of the 'Literacy Hour' on the teaching of science from text material
The National Literacy Strategy and the Literacy Hour currently being implemented in UK primary schools have raised the profile of literacy teaching among teachers, teacher educators, student teachers, and parents. Official policy is that skills of reading and writing non-fiction texts should be linked and applied in every subject, and in-service programmes have been developed to teach teachers how to use information books effectively. I examine problems associated with children's use of science text, the implied literacy demands of learning science from currently available science books and schemes, and the extent to which the current interpretation of literacy advocated by the National Literacy Strategy encompasses those skills needed to learn science from a book. Finally, I consider the implications for initial teacher education in relation to the effective use of science text.
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