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ERIC Number: EJ996830
Record Type: Journal
Publication Date: 2012
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-0599
Supporting Struggling Readers in Secondary School Science Classes
Roberts, Kelly D.; Takahashi, Kiriko; Park, Hye-Jin; Stodden, Robert A.
TEACHING Exceptional Children, v44 n6 p40-48 Jul-Aug 2012
Many secondary school students struggle to read complex expository text such as science textbooks. This article provides step-by-step guidance on how to foster expository reading for struggling readers in secondary school science classes. Two strategies are introduced: Text-to-Speech (TTS) Software as a reading compensatory strategy and the Survey, Question, Read, Recite, Review (SQ3R) reading comprehension strategy. These two strategies are combined to provide students with both access to grade level material (TTS software) and steps for how to approach reading complex material (SQ3R). Our own research and experience with this approach indicate improved positive attitudes toward reading, increased engagement in reading, improved vocabulary, and increased comprehension in secondary school science classes as well as improved outcomes in science classes. (Contains 1 table and 3 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A