Abstract
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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
