Content Area Literacy: Individualizing Student Instruction in Second-Grade Science

Autor/inn/en	Connor, Carol McDonald; Kaya, Sibel; Luck, Melissa; Toste, Jessica R.; Canto, Angela; Rice, Diana; Tani, Novell; Underwood, Phyllis S.
Titel	Content Area Literacy: Individualizing Student Instruction in Second-Grade Science
Quelle	In: Reading Teacher, 63 (2010) 6, S.474-485 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.63.6.4
Schlagwörter	Comprehension; Content Area Reading; Learning Processes; Literacy; Reading Skills; Inferences; Science Curriculum; Grade 2; Pretests Posttests; Science Instruction; Individualized Instruction; Teaching Methods; Evaluation Methods + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Sinnerfassendes Lesen; Learning process; Lernprozess; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Inference; Inferenz; School year 02; 2. Schuljahr; Schuljahr 02; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study describes a second-grade science curriculum designed to individualize student instruction (ISI-Science) so that students, regardless of initial science and literacy skills, gain science knowledge and reading skills. ISI-Science relies on the 5-E Learning Cycle as a framework and incorporates flexible, homogeneous, literacy skills-based grouping, use of leveled science text, and explicit use of discussion and comprehension strategies. We describe the first unit of the curriculum, "Why Is Soil Important?," and the results of our pretest-posttest study. Results show that students made significant gains in literacy and science learning. Plus, students with weaker science and literacy skills made the same gains, on average, as students with stronger skills. How these strategies might be implemented for other science topics is discussed. (Contains 2 tables and 4 figures.) (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