The effects of integrated literacy and science inquiry instruction were investigated and researched through a case study with students ranging from grades 3-6. In all, five students took part in the case study over the course of four weeks and 16, 55-minute sessions. Previous research indicated positive results in using inquiry based science instruction, literacy practices such as self-questioning and reciprocal teaching, and integrating literacy and science. Positive impacts were noted in comprehension, science content understanding, and ability to create a structured paragraph. The investigation made connections to the outcomes, limitations, previous research, and the need for further research
