Literacy Learning in Science

Students can demonstrate incredible technical reading and writing skills if these approaches are integrated into a meaningful framework for their learning.

I have examined the effectiveness of literacy practices on students learning. In addition, I’ve researched how purposeful reading and writing strategies can be thought of as a means to gaining deeper conceptual understanding. Through these approaches students not only gain higher levels of understanding but develop confidence in their abilities as readers and writers.

More to Explore:

1. Brown, P. and Concannon, J. (2019). Exploring the relationship between ability grouping and science vocabulary learning. Science Education International, 30(4), 373-382. 
2. Brown, P. (2019). Arguing about a chemical change. The Science Teacher, 87(4) 20-25. 
3. Brown, P., Holloway, C., Hopkins, K., Scoles, A., Bumgarner, B., & Hecktor, J. (2018). Using a shared literacy perspective to tackle informational texts.  Engaging Culture and Voices, 9, 6-15.
4. Brown, P. (2016). Accelerating science learning with reading. Science Scope, 40(3), 22-27. 
5. Brown, P.L., & Concannon, J. (2016). Students’ perceptions of vocabulary knowledge and learning in a middle school science classroom.  International Journal of Science Education. 
6. Brown, P.L., & Concannon, J.P. (2014). Investigating Student Perceptions of Vocabulary and Learning in Middle School Science. Advances in Social Sciences Research Journal.