Using Question-Answer Relationships to Build: Reading Comprehension in Science

Autor/inn/en	Kinniburgh, Leah H.; Shaw, Edward L.
Titel	Using Question-Answer Relationships to Build: Reading Comprehension in Science
Quelle	In: Science Activities: Classroom Projects and Curriculum Ideas, 45 (2009) 4, S.19-28 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8121
Schlagwörter	Stellungnahme; Reading Comprehension; Federal Legislation; Standardized Tests; Science Instruction; Elementary School Science; Elementary School Teachers; Student Evaluation; Teaching Methods; Questioning Techniques; Reading Achievement; Science Achievement; Learning Activities; Textbooks; Web Sites; Reading Materials + Suchen Sie Ihr Suchwort? Leseverstehen; Bundesrecht; Standadised tests; Standardisierter Test; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Leseleistung; Lernaktivität; Textbook; Text book; Schulbuch; Lehrbuch; Web-Design
Abstract	The No Child Left Behind Act (2001) placed pressure on elementary teachers to raise standardized test scores in reading and mathematics. Unfortunately, the focus on reading and math has led to reduced time for science instruction. Mandatory standardized testing in science began in elementary schools across the United States in 2007. Instructing students in using a reading comprehension strategy--the question--answer relationship (QAR)--during science instruction can increase students' reading comprehension of science texts, leading to increased test scores in science and reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10