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Using Guided Reading to Help Students Navigate Science Texts.

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Title: Using Guided Reading to Help Students Navigate Science Texts.
Authors: Whitehead, David1, de Jonge, Sharyn2
Source: Journal of Content Area Reading. 2013-2014, Vol. 10 Issue 1, p29-55. 27p.
Subject Terms: *Guided reading, *Multiple choice examinations, *Fifth grade (Education), *Theory of knowledge, *Metacognition, *Science education, *Art students
Abstract: Grade 5 students participated in ten Guided Reading lessons to help them connect graphic features and written text in science materials. Lessons included imagery and metacognitive training. Changes in achievement were measured using the Metacomprehension Strategy Index, multiple choice and short answer questions, a Diagram Knowledge interview, and reflective journals. Reported were significant pre/post measure differences in metacognition, comprehension and diagram knowledge, reader confidence, and use of prior knowledge and visual imagery. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Content Area Reading is the property of Journal of Content Area Reading and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Using Guided Reading to Help Students Navigate Science Texts.
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  Data: Grade 5 students participated in ten Guided Reading lessons to help them connect graphic features and written text in science materials. Lessons included imagery and metacognitive training. Changes in achievement were measured using the Metacomprehension Strategy Index, multiple choice and short answer questions, a Diagram Knowledge interview, and reflective journals. Reported were significant pre/post measure differences in metacognition, comprehension and diagram knowledge, reader confidence, and use of prior knowledge and visual imagery. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Content Area Reading is the property of Journal of Content Area Reading and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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      – SubjectFull: Guided reading
        Type: general
      – SubjectFull: Multiple choice examinations
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      – SubjectFull: Fifth grade (Education)
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      – SubjectFull: Theory of knowledge
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      – SubjectFull: Metacognition
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      – SubjectFull: Science education
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      – SubjectFull: Art students
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      – TitleFull: Using Guided Reading to Help Students Navigate Science Texts.
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              Text: 2013-2014
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