Elementary teachers are tasked with teaching the language and literacy strategies and skills leading to reading comprehension while also teaching disciplinary content that is the subject of texts, frequently with limited instructional time. Prior research demonstrates that an integrated approach to science and literacy instruction featuring authentic, hands-on science experiences increases student learning. The authors have developed an instructional framework, Touch-Talk-Text, for elementary classrooms. This framework emphasizes student engagement in authentic science practices integrated with meaningful science discourse and connected to comprehending science-related texts to support comprehension. The authors provide two examples of how this framework has been enacted in classrooms, one from lower elementary and one from upper elementary grades, and share strategies for how classroom teachers can implement it into their current science and literacy teaching practices.

中文翻译：

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Touch-Talk-Text：阅读理解的科学实践和语言

小学教师的任务是教授导致阅读理解的语言和读写策略和技能，同时教授作为课文主题的学科内容，通常在有限的教学时间内。先前的研究表明，以真实的、动手的科学体验为特色的综合科学和识字教学方法可以增加学生的学习。作者开发了一个教学框架，Touch-Talk-Text，对于小学教室。该框架强调学生参与与有意义的科学话语相结合的真实科学实践，并与理解与科学相关的文本相联系以支持理解。作者提供了两个例子来说明这个框架是如何在课堂上实施的，一个来自小学低年级，一个来自高年级，并分享了课堂教师如何将其实施到他们当前的科学和识字教学实践中的策略。