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As science teachers, should we be concerned about the falling standards of literacy regularly reported in the press? Do these alleged falling standards have any impact on how we should be teaching science? The aim of this research was to investigate how enhanced literacy provision in the context of a science lesson can improve performance in science. The research showed that students achieved significantly better results where they received additional literacy support. There was a corresponding improvement in engagement in lessons. Data were collected by assessing the students' work, lesson observations and test results. This article outlines that research and the conclusions, together with suggestions as to how additional literacy may be incorporated into lessons.
