Comprehension Strategy Instruction for Multimodal Texts in Science

Autor/inn/en	Alvermann, Donna E.; Wilson, Amy Alexandra
Titel	Comprehension Strategy Instruction for Multimodal Texts in Science
Quelle	In: Theory Into Practice, 50 (2011) 2, S.116-124 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
Schlagwörter	Soil Science; Teaching Methods; Instructional Materials; Intermode Differences; Middle School Teachers; Science Teachers; Comprehension; Critical Reading; Concept Mapping; Learning Strategies + Suchen Sie Ihr Suchwort? Bodenkunde; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Verstehen; Verständnis; Kritisches Lesen; Concept Map; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This article highlights examples from a middle-school science teacher's instruction using multimodal texts. Its importance lies in reconciling narrowed definitions of reading (and hence reading instruction) with the need to develop students' critical awareness as they engage with multiple sign systems, or semiotic resources, used for constructing meaning. After a brief introduction to the multimodal nature of scientific texts, the authors ground their discussion of comprehension strategy instruction in a vignette that shows the students and their teacher examining their school's attempt to prevent further soil erosion on the campus grounds. The article also provides examples of how multimodal text instruction in science can lead to making connections to other texts, such as the photographs and maps of America's Dustbowl in the 1930s. Although not without its limitations, comprehension strategy instruction for multimodal texts offers students choices in how they will represent content that matters to them. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10