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Integrating Evidence-Based Practices in Middle Science Reading.

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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
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DbLabel: Education Research Complete
An: 36125686
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Integrating Evidence-Based Practices in Middle Science Reading.
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  Data: <searchLink fieldCode="JN" term="%22Teaching+Exceptional+Children%22">Teaching Exceptional Children</searchLink>. Jan/Feb2009, Vol. 41 Issue 3, p6-15. 10p.
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  Data: 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.
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=36125686
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      – Type: doi
        Value: 10.1177/004005990904100301
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      – Code: eng
        Text: English
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        PageCount: 10
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      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Reading strategies
        Type: general
      – SubjectFull: Textbook readability
        Type: general
      – SubjectFull: Teaching aids
        Type: general
      – SubjectFull: Science education
        Type: general
      – SubjectFull: Science teachers
        Type: general
      – SubjectFull: Reading (Middle school)
        Type: general
      – SubjectFull: Context effects (Psychology)
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      – SubjectFull: Psychology of reading
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      – SubjectFull: Comprehensive instruction (Reading)
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      – SubjectFull: Textbooks
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      – SubjectFull: Education
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      – TitleFull: Integrating Evidence-Based Practices in Middle Science Reading.
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              M: 01
              Text: Jan/Feb2009
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              Y: 2009
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