The Interaction of Reading Skills and Science Content Knowledge When Teaching Struggling Secondary Students

Carnine, Linda; Carnine, Douglas

doi:10.1080/10573560490264134

Cited by 56 publications

(35 citation statements)

References 18 publications

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“…Reading scientific articles while learning science is essential for students, since when they graduate from high school and become active contributors to civil society, it is important for them to be able to read and understand texts such as media reports on scientific, environmental, and health issues (Fang, 2005;Kouba & Champagne, 1998;. Many students, however, have difficulties reading and understanding science content (Carnine & Carnine, 2004;Peacock & Weedon, 2002). Fang (2005) specified the complex structure of a scientific text and the components that differentiate it from other texts -including technical language, abstract meaning, language density, and a specific hierarchical structure -as the main reasons for these difficulties in understanding.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Context-based learning and metacognitive prompts for enhancing scientific text comprehension

Dori

Avargil

Kohen

et al. 2018

International Journal of Science Education

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Context-based learning (CBL), promoting students' scientific text comprehension, and fostering metacognitive skills, plays an important role in science education. Our study involves CBL through comprehension and analysis of adapted scientific articles. We developed a module which integrates metacognitive prompts for guiding students to monitor their understanding and improve their scientific text comprehension. We investigated the effect of these metacognitive prompts on scientific text comprehension as part of CBL in chemistry. About 670 high school chemistry students were randomly divided into three groups exposed to high-and low-intensity CBL. One of the high-intensity groups was also exposed to metacognitive prompts. Research tools included pre-and post-questionnaires aimed at measuring students' conceptual chemistry understanding and metacognitive knowledge in the context of reading strategies, before and after exposure to the CBL. Chemistry understanding was reflected by students' ability to identify the main subject of the adapted article and by explaining concepts both textually and visually. We found that high-intensity CBL combined with metacognitive prompts improved students' chemistry understanding of the adapted scientific articles and the ability to regulate their learning. Our study establishes that reading context-based adapted scientific articles advances students' conceptual chemistry understanding. These gains are strongly amplified by domain-specific metacognitive prompts. ARTICLE HISTORY

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Section: Theoretical Backgroundmentioning

confidence: 99%

Context-based learning and metacognitive prompts for enhancing scientific text comprehension

Dori

Avargil

Kohen

et al. 2018

International Journal of Science Education

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“…For instance, most of them need the reading [21][22][23][24] and they lead to experience many defeats during the years to reveal [24], lack of willingness to accomplish the test because a lot of time is required to complete it, is another disadvantage [25,26]. Most of the time, the test and the tasks are not attractive because they are just computer-based of the paper-pencil test [27] and therefore cannot motivate subjects to use their maximum potential ability and moreover, although some of the tasks are designed in game format but their validity and reliability are not apparent [1,28].…”

Section: Discussionmentioning

confidence: 99%

“…Learning difficulties often lead to lack of motivation, low self-esteem, persistent feeling of failure and poor relationships with peers. Furthermore, these disorders increase the risk of Attention Deficit Hyperactivity Disorder (ADHD), depression, communication and conduct disorders [1]. Prevalence of specific learning disorders in different languages and cultures is 5 to 15% among school-aged children [2].…”

Section: Introductionmentioning

confidence: 99%

Designing a Computerized Neuro-Cognitive Program for Early Diagnosing Children at Risk for Dyslexia

Delavarian

Afrooz

Towhidkhah

et al. 2017

IRJ

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Objectives:The aim of this research is to design a neuro-cognitive program, based on dysfunctions and alterations of some neural circuits in dyslexics. The visual and auditory working memories in pre-schoolers were evaluated with this program in order to early screening for dyslexia. Methods:This study is a longitudinal descriptive research. A total of 259 randomly selected pre-schoolers, with an average age of 6 years, participated in the study and the unskilled data of these students were gathered. These subjects were followed for two years. Thereafter, the remaining subjects were assessed accurately for dyslexia using different reading diagnostic tests. Then, the preschool unskilled data and the diagnosis were applied to automate the designed program. The program was designed in a game format and consisted of separate tasks measuring visual and auditory working memories and rapid naming.Results: From the calculation of content validity rate as the first step of content validity process, 3 out of 5 components, including visual and auditory working memories, and rapid naming were selected. The process and the results of content validity showed that the designed program has an appropriate and acceptable level of content validity. The amount of reliability of the program for visual and auditory working memories, and rapid naming were obtained as 0.89, 0.92 and 0.88, respectively. Moreover, the discriminative validity for auditory and visual working memories and rapid naming, between children with dyslexia, Attention Deficit Hyperactivity Disorder (ADHD) (a disorder having high similarity with dyslexia) and normal ones were obtained as 0.87, 0.67 and 0.8, respectively. It is worthy to say that the prediction accuracy of this neuro-cognitive program for dyslexia achieved 90.65%. Discussion:This program has an acceptable validity and reliability. It could be useful as an accurate assessment tool in predicting dyslexia before the occurrence of psychological scars and can be used as a quick screening tool for children at risk for dyslexia.

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“…Students, whose performance on reading tests pinpoint them as proficient readers, would more likely perform well in other subjects, such as math and science (Carnine & Carnine, 2004;Jordan & Nettles, 1999). The Math and Science Partnership program, a nationwide intervention program run by the National Science Foundation, partners higher education faculty from science, technology, engineering, and math disciplines with K-12 teachers.…”

Section: Implications For Closing the Achievement Gapmentioning

confidence: 99%

Intangible Heritage of Standard English Learners

Okoye-Johnson

2011

Sage Open

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Standard English Learners (SELs) are ethnic minority native speakers of English whose mastery of the "standard English language" used in the curriculum of schools is limited due to their use of ethnic-specific nonstandard dialect. Research in language development highlights language as a tool that allows the individual access to basic civil rights and opportunities in the area of politics, economics, and education. A correlation exists between proficiency in the use of Standard English and academic achievement, thereby highlighting the importance of validating the intangible language heritage that these students bring to the school environment while they are schooled in the use of Standard English.

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The Interaction of Reading Skills and Science Content Knowledge When Teaching Struggling Secondary Students

Cited by 56 publications

References 18 publications

Context-based learning and metacognitive prompts for enhancing scientific text comprehension

Context-based learning and metacognitive prompts for enhancing scientific text comprehension

Designing a Computerized Neuro-Cognitive Program for Early Diagnosing Children at Risk for Dyslexia

Intangible Heritage of Standard English Learners

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