Using Science Texts to Foster Informational Reading Comprehension.
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| Title: | Using Science Texts to Foster Informational Reading Comprehension. |
|---|---|
| Authors: | Detillion, Ron |
| Source: | Reading Teacher. May2021, Vol. 74 Issue 6, p677-690. 14p. 6 Color Photographs, 5 Diagrams, 1 Chart. |
| Subjects: | Reading comprehension, Science textbooks, Exposition (Rhetoric), English language rhetoric, Rhetoric |
| Abstract: | In this article, I showcase an informational text reading comprehension unit that centers on text features commonly found in science textbooks. I taught this unit to a sixth‐grade class and highlighted the work samples of three focal students here. The overarching question that guided this work was as follows: How can I focus my instruction on three common text structures in informational texts: compare and contrast, cause and effect, and description? Moreover, I show how students' interaction with informational texts, such as engaging activities, note‐taking, and vocabulary, aided in comprehension. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Teacher is the property of Wiley-Blackwell 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: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 150474841 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Using Science Texts to Foster Informational Reading Comprehension. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Detillion%2C+Ron%22">Detillion, Ron</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Teacher%22">Reading Teacher</searchLink>. May2021, Vol. 74 Issue 6, p677-690. 14p. 6 Color Photographs, 5 Diagrams, 1 Chart. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Science+textbooks%22">Science textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Exposition+%28Rhetoric%29%22">Exposition (Rhetoric)</searchLink><br /><searchLink fieldCode="DE" term="%22English+language+rhetoric%22">English language rhetoric</searchLink><br /><searchLink fieldCode="DE" term="%22Rhetoric%22">Rhetoric</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article, I showcase an informational text reading comprehension unit that centers on text features commonly found in science textbooks. I taught this unit to a sixth‐grade class and highlighted the work samples of three focal students here. The overarching question that guided this work was as follows: How can I focus my instruction on three common text structures in informational texts: compare and contrast, cause and effect, and description? Moreover, I show how students' interaction with informational texts, such as engaging activities, note‐taking, and vocabulary, aided in comprehension. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=150474841 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/trtr.1991 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 677 Subjects: – SubjectFull: Reading comprehension Type: general – SubjectFull: Science textbooks Type: general – SubjectFull: Exposition (Rhetoric) Type: general – SubjectFull: English language rhetoric Type: general – SubjectFull: Rhetoric Type: general Titles: – TitleFull: Using Science Texts to Foster Informational Reading Comprehension. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Detillion, Ron IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 00340561 Numbering: – Type: volume Value: 74 – Type: issue Value: 6 Titles: – TitleFull: Reading Teacher Type: main |
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