I was recently reading the November/December 2021 issue of “Science & Children” a publication of the National Science Teaching Association.  In this issue, I read an article entitled “Touch, Talk, Text” written by Sarah J. Carrier, Jill F. Grifenhagen, and Danielle Scharen.  They wrote an article entitled “Touch, Talk, Text.”

Traditional approaches to science instruction often include reading science text, some hands-on science experiences, and teaching science language in isolation.  They propose instead that teachers integrate touch, talk, and text in their science instruction to support authentic scientific inquiry and disciplinary literacy for students.