Bridging the Literacy Gap: Teaching the Skills of Reading and Writing as They Apply in School Science

Autor/in	Hanrahan, Mary
Titel	Bridging the Literacy Gap: Teaching the Skills of Reading and Writing as They Apply in School Science
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 5 (2009) 3, S.289-304 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Earth Science; Science Teachers; Writing Skills; Literacy; Science Instruction; Teaching Methods; Reading Skills; Educational Practices; Experienced Teachers; Scientific Literacy; Course Descriptions; Special Needs Students; Educational Strategies; Content Area Reading; Content Area Writing + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Writing skill; Schreibfertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Bildungspraxis; Kursstrukturplan; Sonderpädagogischer Förderbedarf; Lehrstrategie; Sinnerfassendes Lesen; Schriftliche Übung
Abstract	Whereas science teachers in the last century were trained to place empirical activities at the heart of school science (Yore, Bisanz & Hand, 2003) and give relatively less attention to language issues, fundamental literacy (as defined by Norris & Phillips, 2003) is now recognised as having a crucial role in learning science. However, there have been few research reports detailing just how experienced secondary science teachers go about teaching the language and literacies necessary for school science, especially for students who have low literacy skills. This paper explores the literacy-teaching practices of a teacher of "learning support" students during a double-period Earth science class. While the focus was on the science content, many reading and writing skills were taught either as part of the lesson plan or incidentally, thus ensuring that all students could participate more fully. Implications for science teaching and teacher professional development are discussed. (Contains 2 tables and 2 notes.) (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10