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Use of Reading Comprehension Strategies in Social Studies and Science Classrooms James Popoloski, Amanda Skuriat


Purposes ● Discuss value of reading comprehension instruction in science/history ● Relation of “exclusive” content fields ● Methods of instructing reading comprehension ● Classroom Application


The Importance â—? Without this basic knowledge, content will not be understood

â—? Students who do not understand the reading will be unable to participate in class activities


History+Science=Scistory? â—? Researching historical backgrounds to scientific studies and scientific backgrounds to historical events can help increase understanding +

=


or is it Histience? History->Science

Science->History


How can we accomplish this? ● ● ● ● ● ●

Question Answering Question Creation Graphic Organizers/Pre-reading Summaries Cooperative Learning Text Structure


The Study ● 8 teachers in middle school and high school ● Who do you think employed the most reading comprehension strategies? ● What do you think the most commonly used strategies were?


Findings ● 82 out of 2,400 minutes (3%) of teaching is reading comprehension ● Only 3 strategies observed: Text Structure (18 minutes), Question Answering (62), Summarization (2) ● Most prevalent in middle school social studies classrooms ○ 79 minutes in middle school vs. 3 in high school ○ 60 minutes social studies, 22 mins science


The Power is Yours ● Teachers didn’t feel responsible or competent for this instruction (blame standardized testing) ● Teachers need to explain and model comprehension strategy/encourage outside practice ● Encouraging reading comprehension will make your job much easier


Works Cited ● Ness, Dr. Molly K. “Reading Comprehension Strategies in Secondary Content Area Classrooms: Teacher Use of Attitudes Towards Reading Comprehension Instruction.” Reading Horizons. 49.2 (Feb/Mar 2009): 143-166. Web. 17 Nov. 2013.

Project