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Journal of Deaf Studies and Deaf Education 5:1 2000
© 2000 Oxford University Press

Enhancing Science Literacy for All Students With Embedded Reading Instruction and Writing-to-Learn Activities

Larry D. Yore

University of Victoria

Reading and writing in science have been frequently maligned but infrequently studied since the 1960s move toward hands-on science. Current interest in the printed-based language arts in science is supported by contemporary educational reforms and the realization that simply doing more hands-on activities may not improve meaningful learning. Students need opportunities to consolidate their science experiences and to contrast their understandings with the interpretations of the science establishment. Science literacy means that students learn about the "big" ideas of science and how to inform and persuade others about these ideas. This article attempts to sketch a substantive framework for using science reading and science writing with deaf students based on research and informed practice with hearing students.

Correspondence should be sent to Larry D. Yore, Faculty of Education, University of Victoria, PO Box 3010 STN CSC, Victoria BC V8W 3N4 Canada (e-mail: lyore{at}uvic.ca ).

Received April 23, 1999; revised May 12, 1999; accepted May 23, 1999


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