Peer reviewed
ERIC Number: EJ706400
Record Type: Journal
Publication Date: 2004-Sep-22
Pages: 12
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0034-0510
EISSN: N/A
Improving Textbook Reading in a Middle School Science Classroom
Radcliffe, Rich; Caverly, David; Peterson, Cynthia; Emmons, Matt
Reading Improvement, v41 n3 p145 Fall 2004
Ineffective approaches for teaching with print may prevent textbook reading from being a useful learning resource in middle school. University faculty mentored a middle school science teacher as he implemented a textbook study-reading approach, PLAN (Caverly, Mandeville & Nicholson, 1995), in 2 classes (n=33). PLAN orchestrates 4 strategies through student-created mapping. After 3 months of strategy use, students gained in a self-report of strategic reading and in comprehension as reflected by maps. Post-assessment interviews revealed that the teacher had changed his instructional routine, moving through stages of strategy awareness, understanding, and adaptation. The teacher changed his expectation that students would complete textbook reading and that it increased student learning. The students changed their expectation that they could read and learn from the textbook.
Descriptors: Teaching Methods, Textbooks, Science Teachers, Middle School Students, Mentors, College Faculty, Reading Strategies, Measures (Individuals), Reading Improvement, Teacher Expectations of Students
Project Innovation, Inc., P.O. Box 8508, Spring Hill Station, Mobile, AL 36689-0508. Web site: http://journals825.home.mindspring.com/csj.html.
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A