Abstract of

Improving Reading in a Middle School Science Classroom

Rich Radcliffe

David Caverly

James Hand

Deanna Franke

Middle school science teachers report using textbooks regularly although these textbooks have been criticized for not following standards-based principles for concept learning, and student reading achievement has been stagnant for 20 years. Effective strategic reading instruction has been documented for middle school students but few teachers use these strategies. To address these issues, a quasi-experimental research study compared middle school students (n = 23) who learned a strategic reading strategy (PLAN) for science textbooks to students (n = 27) who read silently following an audiotaped reading of the text. The strategic reading group significantly outperformed the silent reading group on a comprehension test of scientific concepts (p <. 001) and strategy use (p < .01). The teacher reported that her students gained self-confidence in reading and found reading to be more enjoyable. This research uses a more rigorous design than prior studies of the PLAN strategy but supports previous findings and adds to an understanding of how to implement PLAN.

Abstract from Radcliffe, R., Caverly, D., Hand, J., & Franke, D. (2008, February). Improving Reading in a Middle School Science Classroom. Journal of Adolescent & Adult Literacy, 51(5), 398–408. doi: 10.1598/JAAL.51.5.3