This article summarizes a descriptive pilot study of Kindergarten students engaged in classroom instruction that integrates scientific inquiry thinking into literacy acquisition activities. The goal of the study is to describe the potential for young students to acquire basic science inquiry skills (predicting, observing, explaining) and to transfer these skills to literacy (reading and writing) tasks when explicit instruction in transference between domains is provided. Students have demonstrated that they are able to comprehend and internalize the science inquiry skills presented and to transfer these skills to reading and writing with relative ease, thus providing a rationale for further empirical study.

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Vol6Is1Sum07Miller.pdf