Reading Comprehension Strategies in High School Science Classrooms: Evidence That Improving Students’ Reading-to-Learn Competencies Increases Science Achievement

• In Event: Poster Session 4
  In Poster Session: Science Curriculum and Instructional Interventions

Abstract

Reading comprehension strategies can increase reading comprehension and content-area learning in high school. Yet, high school science teachers may not be convinced that supporting students’ reading-to-learn competencies is practical and effective in intact classrooms. We evaluate the effectiveness of an effort to integrate reading comprehension strategies in high school biology classrooms. Students’ independent proficiency with the strategies predicted performance on an objectively scored science achievement assessment, even when controlling for on-entry reading in two of three strategy conditions. These results indicate that science learning might improve if science teachers had access to and supported the use of reading support strategies that are closely coupled to ongoing science instruction and learning.

Authors

• Phillip Herman, University of Pittsburgh

• Kristen Perkins, Northwestern University

• Peter Samuelson Wardrip, University of Pittsburgh