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ERIC Number: ED465991
Record Type: RIE
Publication Date: 2002-Apr
Pages: 88
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Student Comprehension in Social Science by Teaching Reading Strategies.
Bauman, Beth
This report describes a program for increasing student comprehension of nonfiction text by incorporating picture books into the social science curriculum, teaching students to use text elements, to generate questions about the content, and to make connections while reading. The targeted population consisted of fifth grade students in a middle-class community located in a western suburb of a large midwestern city. The problems of comprehension were documented through student surveys, teacher surveys, and teacher observation. The instructional strategies that were taught were understanding text elements, creating questions to construct meaning, and making connections to the text. The researcher also incorporated the use of picture books to have an additional resource from which students can learn social science content. In conclusion, the implementation of teaching students text elements, teaching students to create questions, and teaching students to make connections to the text had a positive effect on the students. The students' self-perception remained virtually the same, but there were gains in their academic achievement. There was an increase in students correctly responding to higher level questions from the pretest to the posttest. Students were more successful in summarizing the text, making comparisons, and making inferences. (Contains 35 references, and 17 figures and a table of data. Appendixes contain teacher and student survey instruments, a nonfiction student assessment, a learning log, lesson plans, a list of books used for the lessons, and modified lesson plans for teaching students to make connections.) (RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.