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Abstract
Despite calls for investigations that explore the efficacy of integrating literacy into science instruction, few researchers have conducted this cross-disciplinary research. Therefore, this study focused on determining the impact of a literacy-based approach to teaching science on secondary students' attitudes toward science and their achievement and engagement in physical science. This inquiry also focused on determining any differential effects for girls since females are often marginalized in science instruction and discouraged in choosing science careers. This mixed-methods study used quantitative measures and methods to determine the efficacy of integrating science and literacy and qualitative methods to describe the instructional activity in three experimental teachers' chemistry classes. Findings demonstrated the positive impact of integrating literacy into science on students' inquiry skills and improved attitudes toward science for girls. Appealing elements of the instructional activities are identified and described. Implications are provided for instruction and recommendations are offered for future research.