The Interaction of Reading Skills and Science Content Knowledge when Teaching Struggling Secondary Students.

Carnine, Linda; Carnine, Douglas

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Title: The Interaction of Reading Skills and Science Content Knowledge when Teaching Struggling Secondary Students

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Title:	The Interaction of Reading Skills and Science Content Knowledge when Teaching Struggling Secondary Students
Authors:	Carnine, Linda; Carnine, Douglas
Descriptors:	Teaching Methods; Textbooks; Inferences; Reading Fluency; Instructional Design; Concept Mapping; Reading Instruction; Science Instruction; Reading Comprehension; Reading Strategies
Source:	Reading and Writing Quarterly, v20 n2 p203-218 Apr 2004
More Info: Help Peer Reviewed:	Yes
Publisher:	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.;
Publication Date:	2004-04-00
Pages:	16
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	Science content area texts are difficult for most middle school students, particularly whose reading skills are below grade level. This article describes an innovative approach to integrating the teaching of middle school science content and reading skills to increase levels of student success with content area textbooks. For reading instruction, this approach features carefully selected vocabulary, word reading instruction, oral (including partner reading) and silent reading with reading fluency practice as needed, and explicit instruction on comprehension strategies, such as retelling, concept mapping, and summarization. The teaching of the science content incorporates instructional design principles that have been documented to improve comprehension of science content, process skills, and higher order thinking. Six aspects of instructional design that are discussed are the identification and teaching of big ideas, the systematic instruction of vocabulary (including science affixes), a review and integration of core concepts, visual displays of how core concepts are integrated, mnemonics for core concepts, and structured hands-on activities.
Abstractor:	Author
Reference Count:	37

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Record Type:	Journal
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Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1057-3569
Audiences:	N/A
Languages:	English
Education Level:	Secondary Education
Direct Link:	http://taylorandfrancis.metapress.com/link.asp?target=contribution&id=KT1M0JHWA66X6UC7

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