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Explanatory Modeling in Science Through Text-Based Inquiry: Testing the Efficacy of the READI Intervention Approach

Sat, April 9, 12:25 to 1:55pm, Convention Center, Floor: Level One, Room 152 B

Session Type: Symposium

Abstract

This symposium presents the results of research and development conducted under the auspices of Project READI (Reading, Evidence, and Argumentation in Disciplinary Instruction), a multi-institution collaboration of researchers and practitioners, funded six-years ago by the Institute for Education Sciences’ Reading for Understanding initiative. Project READI conceptualizes adolescent reading comprehension as evidence-based argumentation from multiple sources in literature, history, and science. In evidence-based argumentation claims are asserted and supported by evidence that has principled connections to the claim, but the nature of claims, evidence, and principles differ depending on the discipline. This symposium focuses on the conceptualization, design, and implementation of the READI intervention approach in science, including a semester-long randomized control trial.

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