ERIC Number: ED258825
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
Reading, Understanding, Remembering and Using Information in Written Science Materials.
Yore, Larry D.; Shymansky, James A.
With traditional science textbooks still dominating the market, it is projected that the use of print material and related reading skills will persist as the prime method of science instruction. The need to research reading-science issues exists. This paper attempts to define the task or desired outcomes of research in reading-science dimensions. Areas developed in this paper include: (1) science reading and comprehension; (2) theories of the reading process (illustrated by models); (3) research in science reading (presented by grade level, subject matter, and curricular programs); (4) reading comprehension and science achievement (emphasizing text structure); and (5) research trends and issues. Findings are also presented on readability research on science materials. It is suggested that science educators need to research reading-science issues to develop theories, textual materials, skills and classroom strategies related to effective reading and reading comprehension. An extensive reference list follows the report. (ML)
Descriptors: Academic Achievement, Content Area Reading, Elementary School Science, Elementary Secondary Education, Instructional Materials, Readability, Reading Comprehension, Reading Materials, Reading Research, Reading Skills, Science Education, Science Materials, Secondary School Science, Skill Development, Textbooks
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Science Education Research
Note: Paper presented at the Annual Meeting of the Association for the Education of Teachers in Science (Cincinnati, OH, April 18-21, 1985).