DOCUMENT RESUME ED 436 371 SE 062 256 Ediger, Marlow AUTHOR Reading Comprehension in the Science Curriculum. TITLE 2000-00-00 PUB DATE NOTE 31p. Guides - Non-Classroom (055) PUB TYPE MF01/PCO2 Plus Postage. EDRS PRICE DESCRIPTORS Elementary Secondary Education; Learning STrategies; *Reading Comprehension; Reading Skills; Science Activities; *Science Curriculum; *Scientific Literacy; Teaching Methods ABSTRACT Science teachers need to be teachers of reading since the act of being able to read and comprehend is necessary in problem solving. There should be a variety of learning opportunities in ongoing lessons and units of study, and reading subject matter is one important facet of achieving. This paper offers several learning strategies that student teachers and cooperative teachers used for helping students comprehend science subject matter more thoroughly. (CCM) Reproductions supplied by EDRS are the best that can be made from the original document. Reading Comprehension in the Science Curriculum by Marlow Ediger EDUCATION U.S. DEPARTMENT OF Improvement PERMISSION TO REPRODUCE AND Office of Educational Research and INFORMATION DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as eceived from the person or organization inating it. o Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES this Points of view or opinions stated in INFORMATION CENTER (ERIC) document do not necessarily represent official OERI position or policy. MST COPY AVAILABLE 2 READING COMPREHENSION IN THE SCIENCE CURRICULUM Science teachers need to be teachers of reading since the act of being able to read and comprehend is necessary in problem solving activities. There should be a variety of learning opportunities in ongoing lessons and units of study, and reading subject matter is one important facet of achieving. It certainly is true that some classrooms stress reading of content to the point that other kinds of experiences are almost nonexistent. Reading is one approach in learning in science. What might the teacher do to assist pupils to comprehend science subject matter more thoroughly in reading? There is always the problem of new words that pupils cannot identify in reading science content. How I will offer several suggestions that should these situations be handled? my student teachers and cooperating teachers whom I supervised in the public schools used. 1. A good reader pronounces words that are unknown to pupils as they read silently. As a first grader during the 1934-35 school year, and I was asked by the classroom later elementary school years also, teacher to pronounce unknown words to pupils when they raised their hands during silent reading. This approach can be overdone if the same pupil is asked sequentially to pronounce unknown words to others. Pupils individually would also like to pursue their own reading interests. Sometimes, a pupil pronounces an unknown word too quickly to a learner, not permitting adequate time for the latter to ascertain what the If a pupil does not know what the unknown is, he/she unknown words is. should have enough time to determine what the correct word is. The opposite situation occurs also whereby a pupil has to wait too long to obtain help with identification of unknown words when reading science content. 2. The teacher should write new words on the chalkboard in neat manuscript letters prior to pupils reading a selection in science. He/she wl;needs to go over each printed word several times with pupils in class. 1 3 The teacher needs to be certain that pupils are looking at each word as it is being pronounced by the teacher or individual pupils. Using this approach assists pupils to see the new words on the chalkboard in print before seeing them while reading. Hopefully learners will recognize each word as it is being read in science. The printed words may be written individually or within a sentence on the chalkboard. I prefer the latter approach since it is more contextual. Pupils may learn to use context clues more thoroughly when seeing new words printed within sentences. Learners need to attach meaning to these new words. Context clues many times provide the needed information for pupils to understand needed meanings. Sometimes, a word needs to be defined so that pupils know intended meanings and can read content more proficiently. 3. cassette recordings may be made of science content pupils are to read, be it from the basal or from a library book. The teacher need if his/her schedule is very busy. not always make these recordings, I have observed good readers make excellent cassette recordings of science subject mater. The same content may be listened to by a reader as he/she reads sequential ideas from a book. If the reader does not identify selected words in context, the recorded voice will provide the necessary information. This approach can be used very successfully when pupils read in science. Carlo (1996) wrote: For many young children and poor readers, there's a substantial time lag between when they see and hear a word. That lag produces slow, laborious reading that makes comprehension all but impossible. It's terribly difficult for students to recall what a passage is about when they have to spend so much time figuring out each new word. A recorded book can, in effect, do what the child is not yet able to do naturally. It verbalizes the printed words with the correct pace, phrasing, and expression. As a result students make fewer reading errors, and the possibility of forming incorrect reading patterns is diminished. Best of all, it's not necessary to recall dull, simple reading materials to develop a student's sight vocabulary. 4. instead of reading from the basal text, pupils may read subject matter from library books related to the ongoing lesson or unit of study. 2 4 There needs to be an adequate number of library books so that a learner may choose a book that is on his/her reading level. I observed several lessons in a public school where this procedure worked very successfully. Pupils would then share with the entire class that which had been read. Ediger (1996) wrote: One approach in emphasizing sequence is to have students choose the order of experience within a flexible environment. Thus, for example, in individualized reading, a learner selects which library books to read sequentially. After reading a book, the pupil has a conference with the teacher to appraise progress. After the completion of the conference with the teacher, the learner Is ready to select the next library book to read. The teacher intervenes in library book selection if the student is unable to choose and complete reading a book. In situations involving individualized reading in science, the pupil orders his/her own experiences. Sequence, it is felt, resides within the involved learner. Others, the teacher included, cannot select the order of goals for a learner to attain. The student in individualized reading must do the processing of content. A teacher determined science reading curriculum does not work, according to advocates of individualized reading. Humanism, as a psychology of learning, strongly advocates concepts such as the following: 1. student-teacher planning of the science curriculum. 2. learners choosing from diverse objectives which to achieve and which to omit. 3. learning centers from which pupils may select their learning opportunities. 4. students being involved in determining objectives within a contract system. In contract form, the pupil with teacher guidance plans which experiences to complete along with the date of completion. Both pupil and teacher sign the contractual agreement in science. 5. a good reader might read the selection for the day from the basal science text orally to slower learners in reading. The latter may follow along in their own textbooks as the words are read orally. These participants may be seated close together in an atmosphere of respect 3 5 so that optimal listening is involved. The good reader should explain difficult concepts to pupils as they are being met in print. After hearing the science content read orally, I have noticed slow readers who desire to read the entire selection to themselves. 6. peer teaching can be quite effective in reading science content. With peer teaching, two or three pupils read the contents orally from the basal text; each follows along in his/her book as the other reads. If a slow reader does not wish to read orally, the other two pupils may do the oral reading. These learners may also discuss salient ideas from the science content read. The goal in all of these reading endeavors is to assist pupils to comprehend and understand science content, not to ridicule or minimize. Respect for others is always salient in each science lesson and unit of study. 1 have observed where no basal texts are used in science and 7. pupils read content from library books directly related to the unit being taught in the science curriculum Pupils then have done an outstanding job of telling what was read as it relates to the ongoing discussion in thematic unit teaching. Pupils individually tend to select library books that are on their reading level to comprehend well. I believe many pupils feel more at ease reading from -library books as compared to the basal. Canney and Neuenfeldt (1993) wrote: Most elementary teachers still use a basal for reading instruction. However, it appears that teachers combine children's books and basals, which is a change from previous reports. Teachers perceive themselves to be in line with school district policy to support their preference for a basal/tradebooks combination. Most teachers also say that they have access to an adequate supply of tradebooks and 85 % believe that children should read independently for 15 to 30 minutes daily. Finally, regardless of teaching experience, formal training in reading, or grade level taught, most teachers prefer a combination of basal and tradebooks in their reading programs. I have also successfully observed whereby two volunteers from 8. the community assisted selected learners who had difficulty identifying words in reading from the science textbook. The volunteers listened carefully to pupils read orally in a designated area. They helped pupils 4 6 with recognizing unknown words and pronouncing selected words to these learners as was needed. Seemingly, these same pupils were then ready to read the same science selection on their own. They were also able to enter the discussions effectively In the classroom pertaining to what had been read. 9. there are teachers who have simplified content contained in the text. By using less complex words and shorter sentences, selected pupils mig-ht now read and understand the revised subject matter. Generally, teachers have confided in me that the approach is good but the work involved in rewriting takes up an excessive amount of time. 10. sometimes, slow readers have read well from the basal after having listened to the class discussion covering the related subject matter. By listening carefully to the discussion, slow readers may be able to read the same content from the basal science textbook due to possessing readiness information for reading. I am not entirely in agreement with this procedure; however, the teacher needs to assist pupils with a variety of procedures in word recognition and comprehension so that each pupil may attain more optimally In the science curriculum. McNinch and Gruber (1996) wrote: What children ultimately -learn about literacy is heavily influenced by the expectations, skills, and concerns that parents, teachers, and pritrcivals share. AR players-En literacy development should possibly share common perceptions, especially in the basic philosophical and if children are to receive coordinated instruction. pedagogical beliefs. Do parents, teachers, and principals agree on the basic reading issue of whole language versus traditional skill development?... Parents, teachers, and principals each perceived that the development of literacy in young children is developed broadly both through traditional practices and whole language, emerging literacy routines. The research groups find favor with traditional readiness activities...Also, they perceive that children learn literacy as an emerging activity through such activities as repetitive listening, shared story telling, invented spelling, and creative writing. Emerging literacy is a mutual product of the home and school environment acting together with common interests. It does appear that the literacy providers, parents and teachers, are supporting each other in an eclectic approach to learning. 5 7 How Much Assistance Should be Given In Word Recognition Techniques? it is felt and There is no easy answer to this question. So often, believed that the teacher of reading alone should assist pap is In ward recognition and identification. A problem then results with pupils who need much guidance to identify unknown words in reading in the content fields, such as in science. Certainly, pupil achievement, in part, will be due to how well a learner reads and comprehends subject matter to solve problems. Thus, it behooves the teacher to assist pupils in reading science materials. The more that TeadIng is stressed as a means of learning the more likely it will be that pupils need assistance in word recognition. There are six word -recognition skills that pupils need to develop skill in. The use of picture clues to unlock unknown words will be used more so on the early primary grade levels as compared to later times. Why? There are more -pi-Om-resin-a basal science text on the early If a first grader, for primary grade levels as compared to later times. example, does not know a word, he/she may look at a picture on the same page and the unknown word will -usually become -kno-wn. The-re are exceptions here so the primary grade pupil, as well as at later sequential stages of learning, will need to learn additional procedures, other than using-picture clues, to- unlock unkno -wn wor-ds. Phonics is taught more than any other technique to unlock unknown words. There are degrees of regularity in using phonics to recognize words-. Thus-there are many soundisymbol relationships that are consistent in the English language. The words - ban, can, Dan, fan, man, Nan, pan, ran, tan- follow a consistent spelling between each grapheme and phoneme. Sometimes, only a few letters in a word will have consistent spelling between symbol and sound, such as the following words-- globe, scale, miles, and agriculture. Selected words are spelled very irrationally, such as through, bough, cough, bought, 6 and dough. Thus, there are words or word parts that need to be learned t-hrough the sight method, not phonics, Learning word.s-th-rough the sight method makes it so that the learner has no approach to use to unlock unknown words in science. The use -of -context clues is-a very valuable procedure .to use to unlock an unknown word in science. Thus if a pupil does not know how to pronounce a word, he/she looks careful at the surrounding words and may be able to- identify a word -that fits in and -makes sense. Sometimes, there are not enough clues in the surrounding words to assist in determining what the unknown word is, such as "I see a There -are too -many words that make sense contextually. But if the reader uses phonics also, perhaps the unknown can be identified, such as "I see a " Here, the "I" letter is very consistent in sound and the pupil may I now be able to- determine what -fIts In. The use of syllabication skills may prove very helpful to the reader to unlock unknown words in science. A word that appears to be new and unknown may not be so if the pupil divides the "unknown" into syllables. for example, the word 'unimportant" looks long until the pupil notices the prefix "un." If the pupil knows the prefix "un" means "not," then It should-be very possible to- kient-ify--and attach meaning-to- an unknown word. Many prefixes and suffixes appear again and again in reading and the pupil soon becomes skillful in dividing a science word into- syllables to- identify-and--pronounce Itcorrectly. I recommend that teachers of science be teachers of reading and assist pupils to learn approaches in word recognition which make for independent readers. Science lessons and units do emphasize reading as a means of acquiring information; therefore, pupils need to comprehend subject matter through reading. Diverse Purposes in Reading There are many purposes for reading-in science an-d not-one purpose or reason only. Comprehension of science content is an overall goal. Certainly, pupils should read for meaning and not for the sake of 7 going through the motions only. The concept of "comprehension" needs to-be broken dawn to more specific aims in the reading of science I believe that reading to solve problems in science should be content. the major goal. Most science educators put high priority in having pupils read to solve problems. Certainly, life in society demands that we identify and solve vital problem areas. There is much confusion as to what can be termed as a problem. Should these come from pupils only with teacher assistance? Might teachers select problems which pupils accept once readiness for learning has been developed? I have observed in classrooms where pupils do accept problems identified by teachers if there are stimulating ways of doing this. With stimulating audiovisual aids presented meaningfully to capture learner interest, pupils might well accept teacher identified problems in science for solving. In addition to reading to solve science problems, pupils should read critically. Here pupils analyze subject matter read. When analyzing, learners separate component parts so that each facet may be assessed thoroughly or at the developmental level of the learner. I have observed pupils debate the accuracy of selected statements after analyzing. Reference books and other sources are looked at to check accuracy. There are many slogans that abound in society and these may be found in content being viewed carefully by pupils. Are slogans, for example, like the following true? 1. That government is best which governs least. Is there a chance that so little government makes for anarchy? It's not guns that kill, but people kill. 2. 3. Let's get government off our backs and our of our pockets. Let's not throw money at problems. 4. 5. Long prison sentences deter crime. Each slogan should be evaluated in terms of being based on evidence or are they myths? Sometimes, the bandwagon approach is in evidence in society in that everyone joins the majority in whatever is 8