The use of explicit instructional techniques to improve student literacy in the science classroom

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Montana State University - Bozeman, Graduate School


In this investigation a number of literacy strategies were used in a science context to see if improvement occurred in students' development of reading skills and comprehension of scientific text and vocabulary. A number of activities were used within a physics topic over a period of ten weeks. The activities included reading techniques, discussion strategies and vocabulary activities. Results showed that after using these strategies, students' use of scientific vocabulary increased in both their oral and written work, their comprehension and use of the textbook improved and their test results reflected this positive improvement. When given the opportunity and time, students' literacy skills will improve if given the right tools for them to master and use in class.




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