Integrating Science and Literacy in Kindergarten
About this Research
This qualitative multiple-case study examined a curriculum that integrated science and literacy for kindergarteners, which utilized Reading A-Z books to help guide the students' inquiry and provide nonfiction texts focused on animals. The findings show that the curriculum provided motivating and engaging learning opportunities, increasing interest and engagement while allowing students to build emerging reading and writing skills.
Main findings
Kindergarten students’ engagement in an integrated science and literacy curriculum, which centered on Reading A-Z books about animals, enabled students to simultaneously build both knowledge and emergent reading and writing skills. The integrated curriculum provided students with motivating and engaging learning opportunities that connected to and built upon their prior knowledge, leading to a greater interest in learning about animals.
Participants
Participants were a single class of 32 kindergarten students from a school population that was 78% Hispanic, 30% English as Second Language Learners (ELL), and had high rates of economic poverty. Qualitative analyses focused on 6 representative students.
Study Design and Procedures
Participants were a single class of 32 kindergarten students from a school population that was 78% Hispanic, 30% English as Second Language Learners (ELL), and had high rates of economic poverty. Qualitative analyses focused on 6 representative students.
Citations
Moffit, C.A. “I’m the Head Zoologist!”: Integrating Science and Literacy Learning in Kindergarten with Inquiry and Animals. Early Childhood Educ J 53, 529–538 (2025). https://doi.org/10.1007/s10643-023-01587-4
