Bibliographic Details
| Title: |
Integrating Evidence-Based Practices in Middle Science Reading. |
| Authors: |
Kroeger, Stephen D.1 Stephen.kroeger@uc.edu, Burton, Cathy2, Preston, Christopher2 |
| Source: |
Teaching Exceptional Children. Jan/Feb2009, Vol. 41 Issue 3, p6-15. 10p. |
| Subject Terms: |
*Reading comprehension, *Reading strategies, *Textbook readability, *Teaching aids, *Science education, *Science teachers, *Reading (Middle school), *Context effects (Psychology), *Psychology of reading, *Comprehensive instruction (Reading), *Textbooks, *Education |
| Abstract: |
The article discusses the integration of evidence-based practices in middle school science reading lessons. Many teachers are challenged by students who are struggling or reluctant readers and have poor reading comprehension skills. The authors examine the effects of poor reading comprehension on science understanding, focusing on a student's ability to construct new knowledge. Specific aspects of science texts that give students problems are examined, including the language used in science textbooks and the scientific process. |
| Database: |
Education Research Complete |
