ERIC Number: ED282728
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: 0
A Preliminary Exploration of Grade Five Students' Science Achievement and Ability to Read Science Textbooks as a Function of Gender, Reading Vocabulary, and Reading Comprehension.
Yore, Larry D.
Many educators have long assumed that reading ability is directly related to science achievement, that reading plays a major role in science instruction, and that direct instruction on science reading skills would improve science achievement. The pilot study reported here investigated whether an instructional strategy could be designed to overcome initial differences in reading ability of elementary school students. The results indicate that general reading vocabulary and reading comprehension make a significant difference in science achievement and in the ability to read science textbooks. It is suggested that since classroom teachers have little influence on the structure, organization, and content of science textbooks, that instructional strategies should be developed that supplement existing textbooks and facilitate the learning process. These strategies should include reading as a source of knowledge. (TW)
Descriptors: Academic Achievement, Elementary Education, Elementary School Science, Reading Ability, Reading Comprehension, Reading Instruction, Reading Materials, Reading Research, Reading Skills, Science Curriculum, Science Education, Science Instruction, Science Materials, Science Teachers, Sex Differences
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Researchers
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (60th, Washington, DC, April 23-25, 1987).