Meeting the Reading Challenges of Science Textbooks in the Primary Grades

Autor/in	Bryce, Nadine
Titel	Meeting the Reading Challenges of Science Textbooks in the Primary Grades
Quelle	In: Reading Teacher, 64 (2011) 7, S.474-485 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.64.7.1
Schlagwörter	Reading Comprehension; Textbooks; Primary Education; Reading Strategies; Reading Instruction; Science Education; Science Instruction; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Leseverstehen; Textbook; Text book; Schulbuch; Lehrbuch; Primarbereich; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Four primary grade teachers overcame challenges of textbook-based science reading through a focus on reading strategies and an emphasis on making meaning. Teachers used whole-class and small-group guided reading instruction to focus students on organizational and textual features of the science textbooks. They also used teacher-guided talk and student-to-student turn-and-talk strategies to focus on meaning. Children acted out concepts found in the textbook and used technology as a tool to enhance content area learning. Science reading using textbooks poses challenges that teachers can overcome with specific attention to reading comprehension and innovative approaches that promote reader engagement. (Contains 1 figure.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10