Reading strategies in a high school science classroom
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Date
2012
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Montana State University - Bozeman, Graduate School
Abstract
Are teachers enabling students to be poor readers of science text by not routinely making reading assignments because students usually do not complete them? If students become more effective readers of science text will their attitudes and values towards reading change? In this study reading strategies were implemented with the purpose of helping students read more effectively. Students were instructed in the use of six different strategies. As students used the strategies, their reading skills, values and attitudes were measured using standardized tests, surveys and formative assessments. The results indicated that students improved their reading skills and would complete reading assignments. It was also found that when students are aware of effective reading strategies, they would be likely to use them independently in the future.