Literacy instruction in a middle school science classroom

dc.contributor.advisorChairperson, Graduate Committee: C. John Gravesen
dc.contributor.authorHuggins, Sarah Elizabethen
dc.date.accessioned2025-05-14T14:01:18Z
dc.date.available2025-05-14T14:01:18Z
dc.date.issued2024en
dc.description.abstractI've noticed that students have been struggling to communicate what they know in science class. Having a large English Language Learners (ELL) population at my school, I had initially written this off as language acquisition or struggling with the science content knowledge. I came to realize that reading abilities were strongly impacting not only student's abilities to do well on assessments, but also to work independently in class. Our school uses a comprehensive online reading assessment called STAR reading. The test is administered multiple times a year to assess reading abilities and growth. By collecting this data, we know that the average reading level in the 8th grade was well below what would be considered functional for 8th grade. In fact, it is much closer to 4th grade reading level. Upon completing research on literacy instruction in science classrooms, I realized that students need to interact with text materials more in order to gain a better understanding of the content. I chose to focus on teaching student's strategies to interact with text more often to see if reading levels and science content knowledge would increase. After completing a STAR literacy test and science content pre assessment, I began a novel study, and small group instruction on close reading strategies. Students were taught close reading strategies that were evidence-based practices for ELL learners. Students immediately applied that close reading strategies to content aligned articles, while also reading a fictional novel aligned with out current science unit. Science content knowledge was assessed throughout the unit. When the unit was completed, a second STAR literacy test was administered. Statistically, the close reading instruction and novel study did increase reading scores. More students were also able to show mastery of science content knowledge by the end of the unit. Giving the students tools to use while reading, as well as more opportunities to read, does help both reading scores and science content knowledge grow.en
dc.identifier.urihttps://scholarworks.montana.edu/handle/1/19082en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.rights.holderCopyright 2024 by Sarah Elizabeth Hugginsen
dc.subject.lcshScience--Study and teachingen
dc.subject.lcshLiteracyen
dc.subject.lcshMiddle school studentsen
dc.subject.lcshContent area readingen
dc.subject.lcshLearning strategiesen
dc.titleLiteracy instruction in a middle school science classroomen
dc.typeProfessional Paperen
mus.data.thumbpage26en
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Holly Thompson Reeden
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage60en

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