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ERIC Number: EJ882915
Record Type: Journal
Publication Date: 2010-May
Pages: 11
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0034-0561
Introducing Science Concepts to Primary Students through Read-Alouds: Interactions and Multiple Texts Make the Difference
Heisey, Natalie; Kucan, Linda
Reading Teacher, v63 n8 p666-676 May 2010
First- and second-grade students in two intact multiage classrooms were engaged in three read-aloud sessions with thematically related trade books, each portraying a scientist involved in authentic investigation. One group engaged in discussion of text ideas during reading, whereas the other group engaged in discussion only at the conclusion of the read-alouds. Students in the during-reading group demonstrated greater gain scores from pretest to posttest. This suggests that the cumulative effect of exposing students to multiple texts focusing on the work of scientists did affect students' comprehension, and cuing students to important ideas and encouraging text-to-text connections during reading was more beneficial than engaging students in similar discussion after reading. (Contains 6 tables.)
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: Elementary Education; Grade 1; Grade 2
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A