Elementary girls' science reading at home and school

Ford, Danielle J.; Brickhouse, Nancy W.; Lottero‐Perdue, Pamela S.; Kittleson, Julie M.

doi:10.1002/sce.20139

Cited by 33 publications

(30 citation statements)

References 16 publications

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“…One possible concern, with the exception of the anomalous Cornerstones Grade 1 program, is that the proportion of scientific content in Grades 1 and 2 is considerably lower than Grades 3-6. We do not know whether the delayed emphasis on science has any bearing upon the documented decline in interest in science beginning at about the age of 10 years (Bordt, de Broucker, Read, Harris, & Zhang, 2001), and whether it leads to reading difficulties in the area, but we, like others (e.g., Ford et al, 2006;Kesidou & Roseman, 2002), expect it could.…”

Section: Science Educationmentioning

confidence: 88%

“…Within the selections with a science focus we actually found that the majority were expository. At one level, this marks an advance over the past domination by narrative, including addressing in part the concern raised by Ford and her colleagues that girls' lack of interest in science might be due to lack of exposure early enough in school (Ford et al, 2006). However, a different type of concern now arises, because poor instructional guidance has become confounded with content.…”

Section: Genrementioning

confidence: 97%

“…All the activities rely on interpretation and understanding, not just on recognizing words and locating information. Yet much of the reading in science instruction deals with texts in ways that do not foster the sort of critical reading that we are contemplating (Ford, Brickhouse, Lottero-Perdue, & Kittleson, 2006;Kesidou & Roseman, 2002;Rowell & Ebbers, 2004).…”

Section: Scientific Literacymentioning

confidence: 99%

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Learning to read scientific text: Do elementary school commercial reading programs help?

Norris¹,

Phillips²,

Smith³

et al. 2008

Science Education

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This paper describes a comprehensive set of studies designed to assess the potential for commercial reading programs to teach reading in science. Specific questions focus on the proportion of selections in the programs that contain science and the amount of science that is in those selections, on the genres in which the science is portrayed, on the areas and topics of science covered, on the accuracy of the scientific content, on the text features used to communicate the science, and on the instructional strategies and assessment techniques recommended. The findings show that commercial reading programs have changed substantially from the days when they were dominated by literary texts and contained hardly any science. Now, there is a variety of genres and scientific content in about one fifth of the selections. The content is also generally accurate. So, there is considerable potential offered by these programs for teaching children to read science. Unfortunately, the findings also show that the recommended instructional strategies and assessment techniques do little to capitalize upon this potential. In particular, the findings demonstrate that, although most of the science is cast in the expository genre, most of the recommended instruction and assessment is more appropriate to the literary genres. © 2008 Wiley Periodicals, Inc. Sci Ed 92:765–798, 2008

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Section: Science Educationmentioning

confidence: 88%

Section: Genrementioning

confidence: 97%

Section: Scientific Literacymentioning

confidence: 99%

See 1 more Smart Citation

Learning to read scientific text: Do elementary school commercial reading programs help?

Norris¹,

Phillips²,

Smith³

et al. 2008

Science Education

View full text Add to dashboard Cite

show abstract

“…In this study, girls had access to science books and had a preference for a particular area of science books. However, the study also found that parents underestimated their daughters' interests and did not support this desire to read science books (Ford et al, 2006). The reluctance for girls to identify with a scientist may be hindered or augmented by the environment in which they learn science.…”

Section: Gendermentioning

confidence: 81%

“…This belief or development of identity can play itself out in multiple areas. For example, Ford, Brickhouse, Lottero-Perdue, and Kittleson (2006) looked at girls' access to and choices of science books. In this study, girls had access to science books and had a preference for a particular area of science books.…”

Section: Gendermentioning

confidence: 99%

Frequency, Duration, and Time Devoted to Elementary Science Instruction and the Association with Science Achievement and Science Interest

Almarode¹

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Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science

2012

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Relations between parental reports of children's interests related to science and opportunities for science learning were examined longitudinally in 192 children between ages 4 and 7 years. Science interests were tracked during 1‐year periods (ages 4–5, 5–6, and 6–7) and were more prevalent among boys, particularly prior to age 6 years. Gender differences did emerge in terms of frequencies of opportunities for science learning during all 3 years. Longitudinal path analyses tested relations between children's science interests and their opportunities for science learning. Our data suggest that early science interests were strong predictors of later opportunities to engage in informal science learning, whereas the opposite pattern (early opportunities predicting later science interests) was not found. Young girls' expressed science interests led parents to subsequently increase opportunities for science learning during the following year. Although boys followed this pattern early in the study, over time boys received similar levels of science opportunities regardless of their interest. Bases for gender differences in early science interests and implications for later science learning in school are considered. © 2012 Wiley Periodicals, Inc. Sci Ed 96:763–786, 2012

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Elementary girls' science reading at home and school

Cited by 33 publications

References 16 publications

Learning to read scientific text: Do elementary school commercial reading programs help?

Learning to read scientific text: Do elementary school commercial reading programs help?

Frequency, Duration, and Time Devoted to Elementary Science Instruction and the Association with Science Achievement and Science Interest

Longitudinal analysis of the relations between opportunities to learn about science and the development of interests related to science

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