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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorWorkman, Bethen
dc.date.accessioned2013-06-25T18:41:56Z
dc.date.available2013-06-25T18:41:56Z
dc.date.issued2011en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2577en
dc.description.abstractIn this investigation the science textbook was read orally through 12 weeks of our 7th grade science curriculum. Formative assessments were given throughout this period after each section of a chapter was read. Pre and post tests were given before and after each chapter. The next 12 weeks followed the same pattern except for the fact that the students read the textbook silently. Students' surveys were given at the beginning of the school year, after the 12 weeks of reading orally, and again after the 12 weeks of reading silently. Silent reading showed better results in both the formative and summative assessments. The survey showed that students don't particularly enjoy reading orally, but they feel it improves their learning.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshScience Study and teaching.en
dc.subject.lcshSilent reading.en
dc.subject.lcshOral reading.en
dc.subject.lcshMiddle school students.en
dc.titleThe effects of reading the textbook in a seventh grade science classroomen
dc.typeProfessional Paperen
dc.rights.holderCopyright Beth Workman 2011en
thesis.catalog.ckey1740380en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage54en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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