# Teaching Science & Reading Together Yields Double Benefits for Learning March 20, 2025 *Kowalski: New study finds elementary school students retain literacy skills, build background knowledge & gain a better understanding of complex texts* This month marks the five-year anniversary of the World Health Organization’s declaration that COVID-19 was a [pandemic](https://www.the74million.org/pandemic/). That announcement shuttered school buildings and launched millions of students into remote learning. While the immediate health crisis is over, the long-term impact on students is not: The latest [Nation’s Report Card](https://the74million.us11.list-manage.com/track/click?u=ed7a40adc5e6569f36b64ba3e&id=6f3723500f&e=2dff081a35) underscores that academic recovery remains elusive, with many students needing months of additional instructional time to close the pandemic achievement gap. One of the most troubling areas is reading. Despite hopes for a rebound, students’ reading progress [remains stalled](https://www.nwea.org/uploads/recovery-still-elusive-2023-24-student-achievement-highlights-persistent-achievement-gaps-and-a-long-road-ahead_NWEA_researchBrief.pdf), with academic growth in 2023-24 again falling short of pre-pandemic trends. The gap between pre- and post-COVID reading scores has widened by 36%, and at the current pace, the average student needs nearly five more months of learning to catch up. The struggle is even greater for historically marginalized students, who remain the furthest behind, making it clear that pandemic recovery has a long way to go. [Science achievement](https://www.the74million.org/article/four-insights-into-u-s-students-drop-in-math-science-on-international-test/) has [also suffered](https://www.nwea.org/uploads/Covids-impact-on-science-achievement-trends-from-2019-2024_NWEA_researchBrief.pdf), with uneven recovery across grade levels. While students in grades 3 through 5 have largely returned to pre-pandemic performance, middle schoolers are still struggling — particularly eighth graders, who remain more than three months behind. The setbacks are especially pronounced for Hispanic and Black students, highlighting persistent gaps that could have long-term consequences for STEM readiness. Without targeted support, these disparities may continue to widen, limiting opportunities for students already most at risk of being left behind. Education leaders have limited avenues for addressing these challenges, especially now that federal recovery funding has expired. One underutilized approach is the integration of literacy and science instruction in elementary schools, which creates a mutually reinforcing learning experience. Students read, write and discuss real-world scientific phenomena while building background knowledge, strengthening their ability to understand complex text and information, and engaging in meaningful conversations — all factors in literacy success. Plus, integration means literacy and science instruction don’t have to compete with each other on the school schedule. Our [new report](https://www.nwea.org/research/publication/integrating-literacy-and-science-a-powerful-partnership-for-student-success/) dug into the research on the benefits of blending these two subjects in elementary school and found that [first- and second-graders](https://dash.harvard.edu/server/api/core/bitstreams/eb5faee6-72da-4d8e-b0fd-996ca4665a1c/content) who received integrated literacy and science instruction retained more reading skills over the summer and performed better, by nearly 8 percentage points, on science-related reading tasks than their peers who did not. By building knowledge through thematic lessons and extensive reading of a broad range of informational texts on various topics, this approach helped students transfer what they learned to new reading challenges. *Continue reading at* [*www.the74million.org*](https://www.the74million.org/article/teaching-science-reading-together-yields-double-benefits-for-learning/?utm_source=The%2074%20Million%20Newsletter&utm_campaign=369f1ce157-EMAIL_CAMPAIGN_2022_07_27_07_47_COPY_01&utm_medium=email&utm_term=0_077b986842-369f1ce157-177413880) See also:- [ 2025 ](/year/2025) - [ Reading Instruction ](/focus-areas/reading-instruction) - [ In the News ](/cepr-in-the-news) - [ MORE (Model of Reading Engagement)/READS Lab ](/projects/more-model-reading-engagement) Share on:- [ Facebook ](#) - [ Twitter ](#) - [ Linkedin ](#)