Peer reviewed
Download full textERIC Number: EJ1110818
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2374-7404
EISSN: N/A
Concept Maps and Informational Read-Alouds: Strengthening Both Science and Reading for Elementary Students
Berry, Jaime; Potter, Jalene; Hollas, Victoria
Texas Journal of Literacy Education, v1 n1 p29-44 2013
This quasi-experimental study compared the effects of concept mapping and teacher generated questioning on students' organization and retention of science knowledge when used along with interactive informational read-alouds. Fifty-eight third grade students completed an eight-day unit regarding "soil formation." Students who participated in concept mapping scored significantly higher on a test of relational vocabulary, identification of key ideas and written expression than students who participated in traditional teacher questioning.
Descriptors: Concept Mapping, Quasiexperimental Design, Retention (Psychology), Grade 3, Elementary School Students, Reading Aloud to Others, Units of Study, Soil Science, Vocabulary Development, Identification, Comparative Analysis, Teaching Methods, Visual Aids, Pretests Posttests, Science Instruction
Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site: http://www.texasreaders.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
