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ERIC Number: EJ758477
Record Type: Journal
Publication Date: 2006-Dec
Pages: 6
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: ISSN-0887-2376
Three Steps for Better Reading in Science: Before, During, and After
Walton, Susan
Science Scope, v30 n4 p32-37 Dec 2006
It is exciting to have a beautiful new science textbook--if students can read it! Unfortunately, many students can not read their science textbooks unassisted. This may be because students are reading below grade level, or because the material, like that of many science texts, has a readability one or more grade levels above the grade in which it is being taught. In either case, teachers must provide a structure that brings the material to the students' level and engages them with the text. While there are many reading strategies available, some are more effective with the informative, nonfiction texts used in science classrooms. This article discusses three strategies for better reading in science before, during, and after. The teacher needs to be familiar with the text and anticipate student responses, but the effective reading lesson has as much to do with teacher mindset and facilitation of student thinking as the use of materials at hand. (Contains 4 figures and 5 online resources.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Reading)