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• W49679024 abstract "[ILLUSTRATION OMITTED] Science teachers expect high school students to know how to read, understand, and from texts at the core of the curriculum. But though students to in grade school, many don't know how to read to learn science. And science teachers are often too busy teaching science to actively help students increase their science reading comprehension. Teachers need effective tools to help students more science and develop the critical reading-to-learn skills that literacy research identifies as essential for academic success (Biancarosa and Snow 2006). This article provides three practical approaches to increase reading-to-learn competencies and student science achievement. These approaches also provide valuable information about student understanding of content. Strategies of expert readers Expert readers interact with text differently than novice readers: They know their purpose for reading, continually monitor their understanding, and adjust their reading effort to the complexity of the text (Pressley 2000). These readers realize that reading is a meaning-making task (Scardamalia and Bereiter 1986; Pressley and Gaskins 2006) and can relate what they to prior knowledge. They note discrepancies in their understanding--both as they and, later, when they internally summarize the reading--and choose new strategies to overcome these roadblocks, whereas struggling readers simply ignore roadblocks and push on (Clay 1991; Pressley 2000). Expert readers understand the cognitive, metacognitive, and motivational processes of reading to learn: * activating background knowledge, * questioning to construct meaning, * answering questions, * summarizing, and * monitoring comprehension within a self-regulating system (Yore et al. 1997). Reading-to-learn strategies can help students increase their reading comprehension (Anderson 1992; Collins 1991). Through practice, collaborative analysis, and discussion with peers, students can better internalize and ultimately take ownership of these strategies (Pressley et al. 1992; Biancarosa and Snow 2006). They can to identify the general structure of text; critical elements such as main ideas, supporting ideas, arguments, and evidence; and signposts such as transitions, comparisons, and contrasts (Gomez, Herman, and Gomez 2007). [FIGURE 1 OMITTED] These strategies can also help students to reflect on, deconstruct, organize, and analyze text so that it can be critiqued for understanding and communication (Gomez and Gomez 2006; Gomez, Herman, and Gomez 2007). They should know how to integrate new and prior knowledge about a topic into a summary of the reading, helping them communicate their understanding of what they have (Kintsch 1998). In the next sections, we describe three tools to support reading to in science classrooms. The first two, annotation and double-entry journals, are student strategies. The third approach encourages teachers to more clearly articulate what students should from a particular text and to fit the other two tools into their ongoing instruction planning. Annotation Annotation is a form of content analysis in which students mark up key elements of the text such as main ideas, argument structure, connections between visuals and narrative text, and new vocabulary. (Note: Supply photocopies if students aren't allowed to mark up texts.) Text annotation helps students understand the author's message as they construct mental models of the text. Students how to identify important information and disregard irrelevant information. They typically annotate one or more of the following: * difficult or new science vocabulary words and in-text definitions; * difficult nonscience vocabulary words; * main ideas or arguments and related supporting ideas or evidence; * headings, transitional words, and other signposts; * inferences; and * conclusions. …" @default.
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• W49679024 date "2012-01-01" @default.
• W49679024 modified "2023-09-26" @default.
• W49679024 title "Reading to Learn: Helping Students Comprehend Readings in Science Class" @default.
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