An emerging body of research suggests that content-rich literacy instruction has the power to expand elementary children’s domain-general and domain-specific literacy skills. For content teachers, such as science teachers, explicit instruction in disciplinary-language and literacy practices can support students reading and writing of school-based texts without sacrificing valuable, and limited, instructional time. The current pilot study tests the effectiveness of explicit instructional routines at the word-, sentence-, and discourse-level to support Grade 4 student science argument writing. Analysis of Co-variance was used to assess group differences of the intervention versus an active control students’ science knowledge and argument writing after controlling for the effects gender and topic prior knowledge.
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