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ERIC Number: EJ784693
Record Type: Journal
Publication Date: 2008-Feb
Pages: 11
Abstractor: Author
Reference Count: 21
ISSN: ISSN-1081-3004
Improving Reading in a Middle School Science Classroom
Radcliffe, Rich; Caverly, David; Hand, James; Franke, Deanna
Journal of Adolescent & Adult Literacy, v51 n5 p398-408 Feb 2008
Middle school science teachers report using textbooks regularly although these textbooks have been criticized for not following standards-based principles for concept learning, and student reading achievement has been stagnant for 20 years. Effective strategic reading instruction has been documented for middle school students but few teachers use these strategies. To address these issues, a quasi-experimental research study compared middle school students (n = 23) who learned a strategic reading strategy (PLAN) for science textbooks to students (n = 27) who read silently following an audiotaped reading of the text. The strategic reading group significantly outperformed the silent reading group on a comprehension test of scientific concepts (p less than 0.001) and strategy use (p less than 0.01). The teacher reported that her students gained self-confidence in reading and found reading to be more enjoyable. This research uses a more rigorous design than prior studies of the PLAN strategy but supports previous findings and adds to an understanding of how to implement PLAN. (Contains 1 table and 1 figure.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas