helping students read science textbooks.docVIP

Helping Students Read Science Textbooks By Bradford L. Walker Associate Professor Curricular Studies Department University of North Carolina Wilmington Wilmington, NC 28403 And Richard A. Huber Professor Curricular Studies Department University of North Carolina Wilmington Wilmington, NC 28403 910-962-3561 office 910-962-3988 fax huberr@uncwil.edu Helping Students Read Science Textbooks Reading specialists are in agreement that science teachers can use science textbook reading activities in ways that significantly impact on students’ development of reading skills in general and skills in comprehending scientific texts in specific (Vacca Vacca, 1998). Additionally, reading experts are in agreement that the effectiveness of science teachers in facilitating students in acquiring and developing skills in these areas is highly dependent upon the relevance and timing of reading instruction. For example, the common practice of having students read textbook passages as a means of introducing a new unit, topic, lesson or concept is not supported by reading research. Rather, students should first do a science activity designed to create interest and a need to know and then be directed to turn to the textbook for additional insights and information (which have been made relevant and interesting through the introductory experiential activity). Once a relevant textbook passage is introduced, it matters greatly how teachers direct students to approach the reading task. Thus, we need to understand about how students read to offer better approaches. Round robin reading does little (1) to ensure that students learn the content of a written passage, (2) to help students practice the specific skills need in comprehending science texts, and (3) to give them experience in improving their reading ability. The first problem with round robin reading is that it creates counterproductive anxiety. At any given moment in this process it is likely that the student who is r