Eliciting Preservice Teachers' Reading Strategies through Structured Literacy Activities

Autor/inn/en	Mawyer, Kirsten K. N.; Johnson, Heather J.
Titel	Eliciting Preservice Teachers' Reading Strategies through Structured Literacy Activities
Quelle	In: Journal of Science Teacher Education, 30 (2019) 6, S.583-600 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mawyer, Kirsten K. N.) ORCID (Johnson, Heather J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1589848
Schlagwörter	Reading Strategies; Scientific Literacy; Secondary School Teachers; Preservice Teachers; Science Teachers; Reading Comprehension; Teacher Educators; Instructional Design; Methods Courses; Pedagogical Content Knowledge; Scaffolding (Teaching Technique); Teaching Methods; Preservice Teacher Education; Educational Change; Science Instruction; Action Research; Textbooks + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Leseverstehen; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Methodisch-didaktische Anleitung; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Projektforschung; Textbook; Text book; Schulbuch; Lehrbuch
Abstract	Educational reform needs to address the role of literacy in science if there is to be any hope of achieving the goal of literacy for all U.S. students. For reading to play a more prominent role in secondary science, teacher education programs need to develop and offer courses that familiarize preservice science teachers with disciplinary literacy. This study examines this question: What tacit reading strategies do preservice science teachers use to understand science texts? This study focuses on structured literacy activities designed to engage preservice secondary science teachers in reading 3 common genres of science texts. Analysis reveals that preservice science teachers use a variety of general comprehension strategies that are consistent with expert reading strategies. Also, preservice science teachers employ reading strategies that attend to genre-specific text features to understand texts. These findings could be used by science teacher educators to inform the design of science methods and disciplinary literacy courses that scaffold the development of pedagogical content knowledge necessary to teach reading as a disciplinary practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01