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ERIC Number: EJ886073
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-0036-8121
Using Technology to Support Expository Reading and Writing in Science Classes
Montelongo, Jose A.; Herter, Roberta J.
Science Activities: Classroom Projects and Curriculum Ideas, v47 n3 p89-102 2010
Students struggle with the transition from learning to read narrative text in the early grades to reading expository text in the science classroom in the upper grades as they begin reading and writing to gain information. Science teachers can adapt their teaching materials to develop students' reading comprehension and recall by writing summaries of scientific text. Using technology, teachers can scaffold text comprehension and improve students' reading and writing skills. Technology encourages improved comprehension of reading and more elaborate writing in the science classroom by motivating students to act on their curiosity, access resources, and embellish their work. (Contains 2 tables and 3 figures.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A